scholarly journals Use Ordinary Expressions to Learn How to Extract Code Feedback From the Software Program Upkeep Process

2021 ◽  
Vol 2 (2) ◽  
pp. 105-113
Author(s):  
Anggara Trisna Nugraha Angga ◽  
Muhammad Jafar Shiddiq ◽  
Moch Fadhil Ramadhan
Keyword(s):  
College Students ◽  
Design Improvement ◽  
Java Programming ◽  
Engineering Studies ◽  
Processing Strategies ◽  
Data Engineering ◽  
Software Program ◽  
Content Processing ◽  
Textual Content ◽  
Software Renovation

Software engineering is the manner of making use of engineering studies and alertness packages to the design, improvement and renovation of software program. For software program builders or college students majoring in data engineering, the software program renovation manner is a totally complicated activity. Software renovation manner charges account for 40% to 80% of the whole software program engineering manner. The software program renovation manner is resulting from based programming, inadequate understanding domains, and application documentation. In this study, researchers attempted to apply the Java programming language and c / c ++ to deal with supply code truncation. After finishing this manner, this system code may be divided into code and remarks. This report could be used to gain data approximately the manner of knowledge this system from the software program renovation manner. For supply code slicing, the writer makes use of normal expressions, specifically textual content processing strategies or patterns. Using normal expressions can accelerate the manner of locating remarks to your application. The end result of this study is to construct software primarily based totally on open supply code (loose license) so that scholars and trendy programmers can use it to assist apprehend this system. According to the effects of the researchers' testing, the recuperation price is 100% and the accuracy is 100%.

scholarly journals Evaluating Two Approaches to Helping College Students Understand Evolutionary Trees through Diagramming Tasks

2008 ◽  
Vol 7 (2) ◽  
pp. 193-201 ◽  
Author(s):  
Judy Perry ◽  
Eli Meir ◽  
Jon C. Herron ◽  
Susan Maruca ◽  
Derek Stal
Keyword(s):  
College Students ◽  
Evolutionary Theory ◽  
Real World ◽  
Evolutionary Trees ◽  
College Level ◽  
Learning Gains ◽  
Wide Range ◽  
Standard Textbook ◽  
Hands On ◽  
Software Program

To understand evolutionary theory, students must be able to understand and use evolutionary trees and their underlying concepts. Active, hands-on curricula relevant to macroevolution can be challenging to implement across large college-level classes where textbook learning is the norm. We evaluated two approaches to helping students learn macroevolutionary topics. Treatment 1 is a laboratory for the software program EvoBeaker designed to teach students about evolutionary trees. We tested Treatment 1 among nine college-level biology classes and administered pre/posttests to assess learning gains. We then sought to determine whether the learning gains from Treatment 1 were comparable to those derived from an alternate hands-on treatment, specifically the combination of a prerecorded lecture on DVD and paper-based activity based on Goldsmith's Great Clade Race (Treatment 2). Comparisons of pre- and posttests among participants using either Treatment 1 or 2 show large learning gains on some misconceptions and skills beyond knowledge gained from reading standard textbook entries. Both treatments performed equivalently in overall learning gains, though both had areas where they performed better or worse. Furthermore, gains among students who used Treatment 1 representing a wide range of universities suggest that outcomes are potentially applicable to a variety of “real-world” biology classes.

scholarly journals Read Something Once, Why Read it Again?: Repetitive Reading and Recall

1989 ◽  
Vol 21 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Jerrold E. Barnett ◽  
Richard W. Seefeldt
Keyword(s):  
College Students ◽  
Transfer Test ◽  
Poor Readers ◽  
High Ability ◽  
Test Results ◽  
Good Readers ◽  
Instruction Group ◽  
Processing Strategies ◽  
High Ability Students ◽  
Facilitated Recall

Seventy-two college students were instructed that they would be reading a text either once or twice. Then, half of each instruction group were allowed to read the text once, and half were required to read the text twice. All subjects were then tested for factual retention and for transfer. The instruction that a text could be read twice facilitated recall, even if the text was only read once. Reduced anxiety appears to be the simplest explanation for this. Reading a text twice increased factual retention, but on the transfer test, an interaction with ability was found. Only high ability students showed improvement with a second reading on the transfer test. Results are interpreted in terms of Mayer's processing strategies in that good readers benefit both qualitatively and quantitatively from repetition. Poor readers benefit only quantitatively from the opportunity to reread.

Attentional characteristics of Chinese college students receiving social threat cues in rejection situations

2017 ◽  
Vol 45 (8) ◽  
pp. 1293-1304 ◽  
Author(s):  
Shen Liu ◽  
Lin Zhang ◽  
Qun Tan ◽  
Yanlin Zhao ◽  
Qiang Xu
Keyword(s):  
College Students ◽  
Attentional Bias ◽  
Rejection Sensitivity ◽  
Social Rejection ◽  
Social Threat ◽  
Social Avoidance ◽  
Attentional Processing ◽  
Chinese College Students ◽  
Processing Strategies ◽  
Threat Cues

We investigated the attentional characteristics of 98 Chinese college students when they received social threat cues in explicit and ambiguous rejection situations, and further examined the moderating effect of degree of rejection sensitivity. Participants were instructed to play an interactive game in pairs, after which they completed the Rejection Sensitivity Questionnaire for College Students and, finally, a dot-probe task. The results showed that all participants had an attentional bias toward social rejection cues in both social rejection and general situations. In the ambiguous rejection situation, highly rejection-sensitive individuals showed attentional bias and tended to avoid social threat cues and nonsocial negative cues. Degree of rejection sensitivity moderated the relationship of ambiguous rejection, influencing individuals' attentional processing of threat cues. We sought to develop some specific interventions that could be used to alert highly rejection-sensitive college students to the characteristics of the attentional processing strategies they use for social avoidance.

scholarly journals Deficits in the Use of Verb Bias Information in Real-Time Processing by College Students With Developmental Language Disorder

2019 ◽  
Vol 62 (2) ◽  
pp. 337-355 ◽  
Author(s):  
Jessica E. Hall ◽  
Amanda Owen Van Horne ◽  
Karla K. McGregor ◽  
Thomas A. Farmer
Keyword(s):  
College Students ◽  
Real Time ◽  
Sentence Processing ◽  
Language Disorder ◽  
Developmental Language Disorder ◽  
Real Time Processing ◽  
Verb Bias ◽  
Processing Strategies ◽  
Mouse Movements ◽  
Experimental Trials

Purpose This study examined whether college students with developmental language disorder (DLD) showed similar sensitivity to verb bias information during real-time sentence processing as typically developing (TD) peers. Method Seventeen college students with DLD and 16 TD college students participated in a mouse-tracking experiment that utilized the visual world paradigm to examine real-time sentence processing. In experimental trials, participants chose 1 of 2 pictured interpretations of a sentence. Measures of interest were the choice of interpretation and the amount of competition from the unchosen picture as measured by mouse curvature. Results Choice of interpretation and mouse movements by college students with DLD suggested less sensitivity to verb bias information than their TD peers. Conclusion College students with DLD showed less evidence of sensitivity to verb bias information than their TD peers in this task. Their performance may reflect the use of compensatory processing strategies and may be related to poor comprehension abilities often observed in this population.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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