Activation of the Antecedent by the Reflexive in Japanese: A Supplementary Control Experiment

1992 ◽  
Vol 74 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Hiroshi Nagata
Keyword(s):  
Control Experiment ◽  
Recognition Task ◽  
Female Students ◽  
Probe Position ◽  
Recognition Time ◽  
Parts Of Speech ◽  
Indirect Object ◽  
The Difference

This study is a control experiment for a previous study (Nagata, 1991) that showed activation of an antecedent by a Japanese reflexive, jibun, in syntactically ambiguous sentences. The reflexive involved in the relevant sentences in the previous study was replaced with a word from other parts of speech in this study. This manipulation was done to delete the sentence constituent that might activate any prior antecedent. 24 female students were given a recognition task on which a probe was given either for an indirect object or for a subject either immediately after a replaced word or at the end of a sentence. No difference in recognition time between the indirect object probe and subject probe for either probe position was found. This result indicates that the difference obtained between the two probes in the previous study is attributable to the activation of the antecedent by the reflexive.

Verb-Control Information in Parsing Japanese Reflexive Sentences

1993 ◽  
Vol 77 (1) ◽  
pp. 207-215 ◽  
Author(s):  
Hiroshi Nagata
Keyword(s):  
Recognition Task ◽  
Probe Position ◽  
Lexical Information ◽  
Indirect Object ◽  
Control Information ◽  
Reflexive Pronoun ◽  
Probe Recognition ◽  
The Subject

This study explores whether lexical information in verbs influences activation of an antecedent by a Japanese reflexive pronoun, jibun. Verb information specified that the reflexive was bound to an indirect object despite it being ordinarily associated with a subject in Japanese sentences. 30 students were administered a probe-recognition task in which a probe was given either for the subject or for the indirect object immediately after the reflexive or at the end of a sentence following the verb. Recognition times were faster for a subject-probe than for an indirect-object-probe regardless of the probe position. This finding indicates that the reflexive activates only the subject, and verb-control information is not immediately used when parsing Japanese sentences involving the reflexive.

scholarly journals FAKTOR PENDORONG KREATIVITI DALAM KALANGAN PELAJAR POLITEKNIK

2020 ◽  
Vol 3 (2) ◽  
pp. 77-85
Author(s):  
Norfarahi Zulkifli ◽  
Mohd Isa Hamzah ◽  
Khadijah Abdul Razak
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Mean Value ◽  
Study Data ◽  
Female Students ◽  
Male And Female ◽  
Cronbach Alpha ◽  
Student Gender ◽  
The Difference

This study aims to examine the factors that drive student creativity, identify key factors and look at differences in creativity factors for male and female students. A total of 119 respondents from one polytechnic in the southern zone were involved in this study. The study data were obtained from the administered questionnaire and the Cronbach Alpha value obtained was α = 0.873 and then analyzed using descriptive and inferential analysis. Descriptive analysis of student gender was seen using frequency and percentage while inference analysis using t-test at a significant level 0.05 was used to see the difference in creativity factors between genders. The results of the study found that the main factor that motivates student creativity is the knowledge factor with a mean value of 4.3025. In addition, studies also show that there is no difference in creativity factors between male and female students except for the knowledge factor. It is also hoped that this finding will provide an opportunity for lecturers to continue to strive and give encouragement during the teaching and learning process so that students' creativity can be highlighted through the factors that have been mentioned. Keywords: Creativity, Creative Thinking, Higher Education, Polytechnic, Students   Abstrak: Kajian ini bertujuan untuk mengkaji faktor-faktor yang mendorong kreativiti pelajar, mengenalpasti faktor utama dan melihat perbezaan faktor kreativiti bagi pelajar lelaki dan perempuan. Seramai 119 responden telah terlibat dalam kajian ini yang merupakan pelajar di sebuah politeknik di zon selatan. Data kajian diperoleh daripada soal selidik yang telah ditabdir dan nilai Cronbach Alpha yang diperolehi ialah α = 0.873 dan seterunsya dianalisis secara deskriptif dan inferensi. Analisis deskriptif mengenai jantina pelajar dilihat dengan menggunakan frekuensi dan peratusan manakala analisis inferensi menggunakan ujian t pada aras signifikan 0.05 digunakan untuk melihat perbezaan faktor kreativiti antara jantina. Hasil kajian mendapati faktor utama yang mendorong kreativiti pelajar ialah faktor ilmu pengetahuan dengan nilai min 4.3025. Melalui kajian ini juga diharap dapat memberikan peluang kepada pensyarah untuk terus berusaha dan memberi galakan semasa proses pengajaran dan pembelajaran agar kreativiti pelajar dapat diserlahkan dan ditonjolkan lagi melalui faktor yang telah disebutkan. Kata kunci: Kreativiti, Pemikiran Kreatif, Pendidikan Tinggi, Politeknik, Pelajar

scholarly journals EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 94-113
Author(s):  
Loh Su Ling ◽  
Pang Vincent ◽  
Denis Lajium
Keyword(s):  
Learning Environment ◽  
Measurement Model ◽  
Female Students ◽  
Background Information ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Biology Teachers ◽  
Male And Female ◽  
Biology Learning ◽  
The Difference

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

Resilience in Adolescence, Disability, and Gender

2021 ◽  
pp. 105413732110406
Author(s):  
Shambel Molla Bizuneh
Keyword(s):  
Female Students ◽  
Female Adolescent ◽  
Female Adolescents ◽  
Deaf Students ◽  
Simple Description ◽  
Adolescent Students ◽  
Significant Difference ◽  
The Difference ◽  
And Gender ◽  
Data Collections

Introduction: Disabled adolescents are facing the adversity of life like social expectations, academic, and economic demands. Objective: This described deaf and female adolescents’ resilience with their respective counterparts using the Connor–Davidson Resilience Scale (CD-RISC-25). The resilience of disabled and female adolescents was not adequately addressed in the study province, Dangila, Amhara-Ethiopia. Methods: The study was conducted on 160 adolescent (80 deaf [40 female] and 80 hearing [40 female]) students who were selected based on multistage sampling. Quantitative and qualitative data collections were made through the questionnaire as well as interview. The study used mean, standard deviation, independent t-test and ANOA, and simple description for data analysis. Result: The results revealed that hearing adolescent students’ average resilience score was significantly greater than deaf students. It was also shown that female adolescent students’ level of average resilience score was found significantly less than their counterparts. Analysis of variance revealed that there was a significant difference in resilience score among deaf female, deaf male, hearing female, and hearing male adolescent students in which deaf female adolescent students resilience score was the lowest. Conclusion: The difference in resilience between deaf and hearing students signified deaf students’ capability to cope with stressors and academic demands was less than their counterparts, and the resilience of deaf female students was found the lowest among the groups. This calls for health and psychological professional and families to provide adequate support for deaf and female adolescents to develop resilience.

scholarly journals Two modes of dative and genitive case assignment: Evidence from two stages of Greek

2020 ◽  
Vol 38 (4) ◽  
pp. 987-1051
Author(s):  
Elena Anagnostopoulou ◽  
Christina Sevdali
Keyword(s):  
Diagnostic Tool ◽  
Case Assignment ◽  
Dependent Case ◽  
Modern Greek ◽  
Indirect Object ◽  
Linguistic Evidence ◽  
Proposal A ◽  
The Difference ◽  
Two Stages ◽  
Genitive Case

Abstract In this paper, we compare the properties of dative and genitive objects in Classical vs. Modern Greek. Based on the difference in behavior of dative/genitive objects of ditransitives and monadic transitives in the two periods of Greek which correlates with a range of systematic alternations in the case realization of Modern Greek IO arguments depending on the presence and category (DP vs. PP) of lower theme arguments, we argue that there are two distinct modes of dative and genitive objective case assignment: they are either prepositional or dependent (structural) cases, as also proposed by Baker and Vinokurova (2010), and Baker (2015) on the basis of cross-linguistic evidence. If we adopt this proposal a number of important implications follow both for the syntax of Modern Greek genitive indirect objects and for the understanding of the change from Classical to Standard Modern Greek which must be seen as a development from a grammatical system where dative and genitive were lexical/inherent/prepositional cases to a system where genitive is a dependent case assigned to DPs in the sense of Marantz (1991). Interestingly, the development from Classical Greek (CG) to Modern Greek (MG) affected the availability of dative/genitive-nominative alternations in passivization, in the opposite direction of what might be expected, i.e. such alternations were possible in CG and are no longer possible in MG. Our paper addresses this puzzle and argues that the availability of such alternations is not always a diagnostic tool for detecting whether an indirect object DP bears lexically specified or structural/dependent Case, contra standard practice in the literature.

scholarly journals Confidence in Recognition Memory for Words: Dissociating Right Prefrontal Roles in Episodic Retrieval

2000 ◽  
Vol 12 (6) ◽  
pp. 913-923 ◽  
Author(s):  
R. N. A. Henson ◽  
M. D. Rugg ◽  
T. Shallice ◽  
R. J. Dolan
Keyword(s):  
Recognition Memory ◽  
Recognition Task ◽  
Brain Regions ◽  
Late Response ◽  
Episodic Retrieval ◽  
Fmri Study ◽  
Monitoring Process ◽  
Dorsolateral Prefrontal ◽  
Prefrontal Region ◽  
The Difference

We used event-related functional magnetic resonance imaging (efMRI) to investigate brain regions showing differential responses as a function of confidence in an episodic word recognition task. Twelve healthy volunteers indicated whether their old-new judgments were made with high or low confidence. Hemodynamic responses associated with each judgment were modeled with an “early” and a “late” response function. As predicted by the monitoring hypothesis generated from a previous recognition study [Henson, R. N. A., Rugg, M. D., Shallice, T., Josephs, O., & Dolan, R. J. (1999a). Recollection and familiarity in recognition memory: An event-related fMRI study. Journal of Neuroscience, 19, 3962-3972], a right dorsolateral prefrontal region showed a greater response to correct low-versus correct high-confidence judgements. Several regions, including the precuneus, posterior cingulate, and left lateral parietal cortex, showed greater responses to correct old than correct new judgements. The anterior left and right prefrontal regions also showed an old-new difference, but for these regions the difference emerged relatively later in time. These results further support the proposal that different subregions of the prefrontal cortex subserve different functions during episodic retrieval. These functions are discussed in relation to a monitoring process, which operates when familiarity levels are close to response criterion and is associated with nonconfident judgements, and a recollective process, which is associated with the confident recognition of old words.

scholarly journals The Investigation of the Relation between Physical Activity and Academic Success

2016 ◽  
Vol 6 (1) ◽  
pp. 122
Author(s):  
Ruchan Iri ◽  
Serkan Ibis ◽  
Zait Burak Aktug
Keyword(s):  
Physical Activity ◽  
Academic Success ◽  
Pearson Correlation ◽  
Vertical Jump ◽  
Female Students ◽  
Male Students ◽  
Activity Levels ◽  
Academic Competency ◽  
Male And Female ◽  
The Difference

The purpose of the study is to investigate the interaction among Physical Activity Levels (PAL), academic successes, perceived academic competency and Motor Skills (MS) of male and female students at the age of 14-17 in terms of gender variable. The PALs, perceived academic competency and academic successes were determined through International Physical Activity Questionnaire (IPAQ), Academic Competency Scale and General Academic Averages respectively. MS were tested by sit-and-reach flexibility, vertical jump, hand grip strenght and back and leg strength tests. After the data were entered into the SPSS 16,0 program, paired t-test was done in order to determine the difference between genders. Also, the interaction among PAL, academic success, academic competency and MS of male and female students were analysed through Pearson correlation analysis. As a result, it was found out that parameters related to the PAL and strength of male students are higher than those of female ones while female students’ academic success levels are better than those of male students. In addition, while no significant relation between academic success and PAL was found, a positive relation was determined the academic success and perceived academic competency of both genders.

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