scholarly journals Does the understanding of complex dynamic events at 10 months predict vocabulary development?

2019 ◽  
Author(s):  
Samantha Durrant ◽  
Andrew Jessop ◽  
Franklin Chang ◽  
Amy Bidgood ◽  
Michelle Peter ◽  
...  
Keyword(s):  
Individual Differences ◽  
Vocabulary Development ◽  
First Year ◽  
Complex Dynamic ◽  
Directed Movement ◽  
Dynamic Events ◽  
Visual Events ◽  
Different Types ◽  
Infant Looking ◽  
Experimental Group

By the end of their first year, infants are able to interpret many different types of complex dynamic visual events, such as caused-motion, chasing, and goal-directed action. Infants of this age are also in the early stages of vocabulary development, producing their first words at around 12 months. The present work examined whether there are meaningful individual differences in infants’ ability to represent dynamic causal events in visual scenes and whether these differences influence vocabulary development. As part of the longitudinal Language 0-5 Project, 78 10-month-old infants were tested on their ability to interpret three dynamic motion events, involving (a) caused-motion, (b) chasing behaviour, and (c) goal-directed movement. Planned analyses found that infants showed evidence of understanding the first two event types, but not the third. Looking behaviour in each task was not meaningfully related to vocabulary development, nor were there any correlations between the tasks. The results of additional exploratory analyses and simulations suggested that the infants’ understanding of each event may not be predictive of their vocabulary development, and that looking times in these tasks may not be reliably capturing any meaningful individual differences in their knowledge. This raises questions about how to convert experimental group designs to individual differences measures, and how to interpret infant looking time behaviour.

scholarly journals Does the understanding of complex dynamic events at 10 months predict vocabulary development?

2020 ◽  
pp. 1-33
Author(s):  
SAMANTHA DURRANT ◽  
ANDREW JESSOP ◽  
FRANKLIN CHANG ◽  
AMY BIDGOOD ◽  
MICHELLE S. PETER ◽  
...  
Keyword(s):  
Individual Differences ◽  
Vocabulary Development ◽  
First Year ◽  
Complex Dynamic ◽  
Directed Movement ◽  
Dynamic Events ◽  
Visual Events ◽  
Different Types ◽  
Infant Looking ◽  
Experimental Group

abstract By the end of their first year, infants can interpret many different types of complex dynamic visual events, such as caused-motion, chasing, and goal-directed action. Infants of this age are also in the early stages of vocabulary development, producing their first words at around 12 months. The present work examined whether there are meaningful individual differences in infants’ ability to represent dynamic causal events in visual scenes, and whether these differences influence vocabulary development. As part of the longitudinal Language 0–5 Project, 78 10-month-old infants were tested on their ability to interpret three dynamic motion events, involving (a) caused-motion, (b) chasing behaviour, and (c) goal-directed movement. Planned analyses found that infants showed evidence of understanding the first two event types, but not the third. Looking behaviour in each task was not meaningfully related to vocabulary development, nor were there any correlations between the tasks. The results of additional exploratory analyses and simulations suggested that the infants’ understanding of each event may not be predictive of their vocabulary development, and that looking times in these tasks may not be reliably capturing any meaningful individual differences in their knowledge. This raises questions about how to convert experimental group designs to individual differences measures, and how to interpret infant looking time behaviour.

scholarly journals Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study

2020 ◽  
Vol 10 (1) ◽  
pp. 177-219
Author(s):  
Daniel Jung ◽  
Megan DiBartolomeo ◽  
Fernando Melero-García ◽  
Lindsay Giacomino ◽  
Laura Gurzynski-Weiss ◽  
...  
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Dynamic Systems ◽  
First Year ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Dynamic Nature ◽  
Complex Dynamic Systems ◽  
University Level ◽  
Initial Results

Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

scholarly journals Potential Effects of Human Papillomavirus Type Substitution, Superinfection Exclusion and Latency on the Efficacy of the Current L1 Prophylactic Vaccines

Viruses ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 22
Author(s):  
Ian N. Hampson ◽  
Anthony W. Oliver ◽  
Lynne Hampson
Keyword(s):  
Life Cycle ◽  
High Risk ◽  
Outcome Data ◽  
Benign Lesions ◽  
Complex Dynamic ◽  
Papilloma Virus ◽  
Superinfection Exclusion ◽  
Different Types ◽  
Hpv Types ◽  
Type Substitution

There are >200 different types of human papilloma virus (HPV) of which >51 infect genital epithelium, with ~14 of these classed as high-risk being more commonly associated with cervical cancer. During development of the disease, high-risk types have an increased tendency to develop a truncated non-replicative life cycle, whereas low-risk, non-cancer-associated HPV types are either asymptomatic or cause benign lesions completing their full replicative life cycle. HPVs can also be present as non-replicative so-called “latent” infections and they can also show superinfection exclusion, where cells with pre-existing infections with one type cannot be infected with a different HPV type. Thus, the HPV repertoire and replication status present in an individual can form a complex dynamic meta-community which changes with respect to both time and exposure to different HPV types. In light of these considerations, it is not clear how current prophylactic HPV vaccines will affect this system and the potential for iatrogenic outcomes is discussed in light of recent outcome data.

scholarly journals Effects of different types of shelter on physiology and growth of Sangiovese vines during the first year after planting

2019 ◽  
Vol 13 ◽  
pp. 04020
Author(s):  
Giovan Battista Mattii ◽  
Eleonora Cataldo ◽  
Linda Salvi ◽  
Sofia Sbraci ◽  
Francesca Paoli ◽  
...  
Keyword(s):  
Water Potential ◽  
First Year ◽  
Gas Exchanges ◽  
Circular Section ◽  
Stages Of Growth ◽  
Early Stages ◽  
Single Leaf ◽  
Leaf Gas Exchanges ◽  
Different Types ◽  
Sprout Growth

In the early stages of planting, the shelter can provide for young vines protection against damage of various kinds. Despite their widespread use, few surveys have been devoted to the study of innovative shelter types and the possible influence of these protections on the physiology and development of plants. In the present experiment, which took place in 2017 in a Tuscan winery, the effects of vine protections by the company OSO (Prato) on single leaf gas exchanges and on the shoot growth in the first year of planting were studied. Three types of shelters with a circular section (completely perforated, partially perforated and closed) have been compared with the traditional full-wall shelters with square section. During the growing season, sprout growth measures, leaf area, leaf gas exchanges and water potential were carried out on the young vines. At the end of the season, shoots were sampled to measure the dry matter accumulated during the season. Among the shelters taken into consideration, it emerges that the completely perforated type guarantees the best development, with differences that are almost always significant for most of the measured parameters with traditional shelters. On the contrary, the closed typology has led to a reduction in growth, in gas exchanges and in water potential. In conclusion, the type completely perforated could constitute a valid alternative to the traditional one because, besides being a useful means for the protection of the vine, it could benefit the development of the root system in the early stages of growth.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

scholarly journals Investigating More Effective and Less Effective EFL Learners’Attitudes and Motivational Orientation

2018 ◽  
Vol 9 (5) ◽  
pp. 58
Author(s):  
Mohammadreza Yousefi Halvaei ◽  
Ali Akbar Ansarin
Keyword(s):  
Individual Differences ◽  
Graduate Program ◽  
Motivational Orientation ◽  
Classroom Teaching ◽  
First Year ◽  
Chi Square ◽  
Motivational Orientations ◽  
Efl Learners ◽  
Chi Square Test ◽  
Research Questions

The present study investigated the differences in attitudes and motivation between more effective and less effective learners studying at the first year of graduate university program. Based on this aim, first, the researcher developed the three-part 35-item attitude-motivation questionnaire of the present study based on the AMTB developed by Gardner (1985). Second, he selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azarbayjan province (Iran) as the participants of the study. Third, he administered the questionnaire of the study to the selected participants and asked them to complete it. Finally, he analyzed the data of the study in order to answer the mentioned research questions. The chi-square test was utilized to analyze the collected data of the study. The results of the study showed that there were significant differences between more effective and less effective learners’ attitudes and motivation. Based on the results of the study, it was argued that, the EFL syllabus designers and teachers should help the learners to become aware of their attitudes, and motivational orientations. Furthermore, they should make an effort to tailor classroom materials and classroom teaching to the EFL learners’ individual differences.

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