scholarly journals The superordination relation and the symmetry of verbal associations in selected parts of the mental lexicon

2010 ◽  
Vol 14 (2) ◽  
pp. 15-35
Author(s):  
Nawoja Mikołajczak-Matyja
Keyword(s):  
Secondary School ◽  
Semantic Analysis ◽  
Free Association ◽  
Mental Lexicon ◽  
Semantic Relations ◽  
School Students ◽  
Semantic Organization ◽  
Polish Language ◽  
Made In

The superordination relation and the symmetry of verbal associations in selected parts of the mental lexicon The paper discusses the role of the superordination relation in the semantic organization of the mental lexicon. The method of three consecutive free association tests (reactions from the previous test are stimuli in the next one, so lists of stimuli are prepared for each respondent separately) was used to determine the role of different kinds of semantic relations in building some fragments of the lexicon. A detailed semantic analysis made in 1200 recurrent (symmetrical) and non-recurrent "chains" built with associations given by 50 secondary school students (Polish language users) revealed the relative importance of the superordination relation as a factor connecting elements of the mental lexicon: the hyponymy/hyperonymy relation occurs more regularly in various lexicon parts than other paradigmatic relations.

scholarly journals The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

2015 ◽  
Vol 19 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Nawoja Mikołajczak-Matyja
Keyword(s):  
Visual Perception ◽  
Semantic Analysis ◽  
Free Association ◽  
Mental Lexicon ◽  
Semantic Relations ◽  
Class Inclusion ◽  
Associative Structure ◽  
Association Task ◽  
Inclusion Relations

Abstract This paper concerns the role of hierarchical semantic relations: class inclusion and partwhole relations as factors organising the mental lexicon, and the dependence of their importance on visual perception and visual memories, as demonstrated by the results of a free association task. 58 blind and 58 sighted language users were instructed to give associations for a list of 75 Polish nouns. Semantic analysis showed that more than 40% of the whole corpus of answers was related to stimuli through the part-whole or class inclusion relations. The results of the analysis indicated many similarities, concerning both types of relations, in the feedback obtained from the blind and sighted respondents. However, the blind participants showed a significantly stronger tendency to respond with inclusive terms (hyperonyms of the stimuli) than the sighted respondents. Th e results were interpreted in terms of the specificity of the compensation processes.

scholarly journals CRÍTICA E POÉTICA PARA O APRENDIZADO SOBRE A PAISAGEM NO ENSINO DE GEOGRAFIA

2018 ◽  
Vol 3 (2) ◽  
pp. 740-751
Author(s):  
João Vitor Gobis Verges
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Structural Policy ◽  
School Students ◽  
Geographic Context ◽  
Teaching Learning ◽  
Made In ◽  
Land Scape

Resumo: Com este artigo, apresentam-se os resultados de uma proposta realizada no âmbito do processo de ensino-aprendizagem sobre a paisagem, procurando ampliar a indicação do papel do "sentimento da paisagem” como mecanismo de construção de leituras geográficas por estudantes do ensino médio. Neste quesito, a interpretação da paisagem como portadora de dimensões econômicas e políticas estruturantes é complementada com a inserção afetiva erguida através da poética, permitindo a ampliação das exposições dos significados da paisagem para os estudantes. Para isto, utilizou-se do desenvolvimento de aula expositiva, seguida da propositura fotográfica dos locais de identificação afetiva, realizando posteriormente descrições críticas das paisagem e, conjuntamente, poesias sobre os sentimentos gerados por elas. Obteve-se, então, a possibilidade de compreender a análise ofertada pelos discentes e suas raízes valorativas no contexto geográfico, assentindo a ampliação das fronteiras de entendimento entre a relação sociedade/natureza em diferentes escalas, além de ratificar a fotografia e poesia como caminho para o ensino de geografia.Palavras-chave: Categorias Geográficas. Ensino-Aprendizagem. Sequência Didática. Abstract: This paper presents the results of a proposal made in the context of the teaching-learning pro-cess on the landscape, aiming to assess the role of "landscape feeling" as a mechanism for the construction of geographic readings by secondary school students. the interpretation of the landscape as a vehicle of economic and structural policy dimensions is complemented with the built affective insertion through the poetic, allowing the expansion of the exhibition of land-scape meanings for students. for this, we used the development of lecture, followed the pro-posal in which students photographed affective identification of sites and subsequently to prepare descriptions criticism of landscape and, together poems about the feelings generated by them. was obtained, then the possibility of understanding the analysis offered by students and their evaluative roots in geographic context, on the basis of the of the boundaries of un-derstanding between the society / nature relationship at different scales, in addition to ratify-ing photography and poetry as a way to teach geography.Keywords: Geographical Categories. Teaching-Learning. Didactic Sequence.

scholarly journals Historia literatury inaczej. Komparatystyczne – zagadnieniowe kształcenie literackie… w szkole ponadpodstawowej

2021 ◽  
Vol 12 (330) ◽  
pp. 158-172
Author(s):  
Agnieszka Kania
Keyword(s):  
Secondary School ◽  
Core Curriculum ◽  
Comparative Approach ◽  
Teaching Literature ◽  
Literary Education ◽  
History Of ◽  
Polish Language ◽  
Matriculation Examination ◽  
History Of Literature

Along with the successive reforms of education, the discussion on the method of teaching literature in high school returns, including the role of the history of literature in preparation for the matriculation examination. The article presents the advantages of a comparative approach to literary education in the core curriculum of the Polish language from 2008, which in individual programs prepared by teachers can also be successfully used in themed-chronological teaching, facilitating work with history of literature based, extensive in terms of issues and essential readingscore curriculum from 2018. Examples of original curriculum solutions come from the author’s own experience and were created during her classes of literature didactics at secondary school at the Faculty of Polish Studies of the Jagiellonian University.

scholarly journals Knowledge and perception of the role of water, sanitation and hygiene in containment of Ebola virus disease among secondary school students in Ibadan, Nigeria

2019 ◽  
Vol 9 (4) ◽  
pp. 635-643
Author(s):  
Faith I. Edoror ◽  
Elizabeth O. Oloruntoba ◽  
Shade J. Akinsete
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Ebola Virus ◽  
Virus Disease ◽  
Ebola Virus Disease ◽  
School Students ◽  
Hygiene Practices ◽  
Sanitation And Hygiene ◽  
Ibadan Nigeria

Abstract This study assessed the knowledge and perception of the role of water supply, sanitation and hygiene (WASH) in the containment of Ebola virus disease (EVD) among secondary school students in Ibadan, Nigeria. A cross-sectional study of 420 students from eight schools (public and private) in Ibadan was conducted. A semi-structured questionnaire and an observational checklist were used to collect data. Data were analysed using descriptive statistics, Chi-square test and logistic regression at 5% level of significance. Overall, 60% reported EVD was airborne. A majority (71%) of the respondents had good knowledge of EVD, while a majority (92%) had a good perception of the role of WASH in EVD containment. Class of respondents was significantly (p = 0.045) associated with knowledge of WASH. Although schools had satisfactory sanitary facilities, only a few (21%) sustained good hygiene practices at the end of the Ebola outbreak in Nigeria. Our findings revealed suboptimal knowledge on transmission of EVD, and unsustainable hygiene practices among secondary students post-Nigeria's EVD outbreak. High priority should be given to hygiene education among educators and students. Implementation of monitoring and evaluation of hygiene behaviour among secondary school students should also be a priority.

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