scholarly journals The Impact of Different Writing Systems on Children’s Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases

2020 ◽  
Vol 11 ◽  
Author(s):  
Beth A. O’Brien ◽  
Malikka Begum Habib Mohamed ◽  
Nur Artika Arshad ◽  
Nicole Cybil Lim
2014 ◽  
Vol 3 (3) ◽  
pp. 39-52
Author(s):  
Mateja PETROVČIČ

Five Stroke “Wubi Hua” is an input method, based on the stroke shape and stroke order of a character, and requires only 5 keys from 1 to 5 on numerical keypad to input every character. As an input method for Chinese, it is already integrated in Mac OS X, and is available as part of different applications for Windows OS. Although stroke order in Chinese and Japanese is different to some extent, this input method can be applied to characters of both writing systems. Since the Five Stroke input method is easily accessible, simple to master and is not pronunciation-based, we would expect that the students will use it to input unknown characters. The survey comprises students of Japanology and Sinology at Department of Asian and African Studies, takes in consideration the grade of the respondent and therefore his/her knowledge of characters. This paper also discusses the impact of typeface to the accuracy of the input.


2018 ◽  
Author(s):  
Christopher I. Cooper ◽  
Delia Yao ◽  
Dorota H. Sendorek ◽  
Takafumi N. Yamaguchi ◽  
Christine P’ng ◽  
...  

AbstractBackgroundPlatform-specific error profiles necessitate confirmatory studies where predictions made on data generated using one technology are additionally verified by processing the same samples on an orthogonal technology. In disciplines that rely heavily on high-throughput data generation, such as genomics, reducing the impact of false positive and false negative rates in results is a top priority. However, verifying all predictions can be costly and redundant, and testing a subset of findings is often used to estimate the true error profile. To determine how to create subsets of predictions for validation that maximize inference of global error profiles, we developed Valection, a software program that implements multiple strategies for the selection of verification candidates.ResultsTo evaluate these selection strategies, we obtained 261 sets of somatic mutation calls from a single-nucleotide variant caller benchmarking challenge where 21 teams competed on whole-genome sequencing datasets of three computationally-simulated tumours. By using synthetic data, we had complete ground truth of the tumours’ mutations and, therefore, we were able to accurately determine how estimates from the selected subset of verification candidates compared to the complete prediction set. We found that selection strategy performance depends on several verification study characteristics. In particular the verification budget of the experiment (i.e. how many candidates can be selected) is shown to influence estimates.ConclusionsThe Valection framework is flexible, allowing for the implementation of additional selection algorithms in the future. Its applicability extends to any discipline that relies on experimental verification and will benefit from the optimization of verification candidate selection.


Author(s):  
T. Douglas Price

The European Bronze Age took place during the third and second millennia BC. This same period witnessed the first civilizations and empires in Mesopotamia and the Nile Valley—the first cities, the first states, the first writing systems, and many other innovations. Europe unquestionably felt the impact of these changes. Partially in response to these developments, and 1,000 years before the classical civilizations of Greece, 2,000 years before Rome, the Aegean area witnessed the emergence of more complex societies on Crete and the Greek mainland. The Minoan palaces and Mykenean (also known as Mycenaean) citadels were urban centers of these civilizations and the focal points of industry, commerce, religion, military power, and central accumulation. North of the Alps, there was much less political integration; societies operated on a smaller scale. This pattern continued essentially until the Roman conquest of France and much of Britain, shortly before the Common Era. More details on the developments in southern and northern Europe are provided in subsequent sections of this chapter. Bronze defines this period and becomes the dominant metal in Europe. As noted earlier, it has several advantages over copper. Because it holds an edge much better, most of the early bronze objects were weapons: swords, daggers, spearheads, and arrowheads, in the context of continuing warfare. Bronze is an alloy of copper and tin or arsenic. Initially it was made from copper and arsenic to form arsenic bronze. Some copper ores naturally contain a good bit of arsenic, and smelting these ores may have accidentally created an early form of bronze. Copper ores are available and fairly widespread in Europe from Ireland to Bulgaria. Sources are concentrated in mountainous regions and more often found in the Alps and to the south and east. Some of these copper sources were incredibly productive. The Mitterberg mines near Salzburg in Austria, with tunnels up to 100 m (330 m) in length, may have produced as much as 18,000 tons of copper. Bronze production in Europe began in the Aegean region with the rise of early civilizations on Crete and mainland Greece.


2021 ◽  
Vol 32 (4) ◽  
pp. 471-484
Author(s):  
Kathleen Rastle ◽  
Clare Lally ◽  
Matthew H. Davis ◽  
J. S. H. Taylor

There is profound and long-standing debate over the role of explicit instruction in reading acquisition. In this research, we investigated the impact of teaching regularities in the writing system explicitly rather than relying on learners to discover these regularities through text experience alone. Over 10 days, 48 adults learned to read novel words printed in two artificial writing systems. One group learned spelling-to-sound and spelling-to-meaning regularities solely through experience with the novel words, whereas the other group received a brief session of explicit instruction on these regularities before training commenced. Results showed that virtually all participants who received instruction performed at ceiling on tests that probed generalization of underlying regularities. In contrast, despite up to 18 hr of training on the novel words, less than 25% of discovery learners performed on par with those who received instruction. These findings illustrate the dramatic impact of teaching method on outcomes during reading acquisition.


Psichologija ◽  
2010 ◽  
Vol 41 ◽  
pp. 7-17
Author(s):  
Reda Gedutienė

Straipsnio tikslas yra pristatyti fonologinio supratimo koncepciją pedagoginėje psichologijoje. Straipsnyje susisteminamos pagrindinės fonologinio supratimo sampratos sritys, nagrinėjami diskusiniai fonologinio supratimo turinio, struktūros, įvertinimo klausimai. Aptariant fonologinio supratimo turinį, klasifikuojama fonologinio supratimo komponentų struktūra, nagrinėjami teoriniai ir empiriniai fonologinio supratimo dimensiškumo tyrimai. Ne tik atskleidžiami fonologinio supratimo raidos dėsningumai skirtingose rašto sistemose, bet ir diskutuojama dėl fonologinio supratimo bei skaitymo įgūdžių santykio skirtingose rašto sistemose.Pagrindiniai žodžiai: fonologinis supratimas, fonologinis jautrumas, lingvistiniai vienetai, kognityvios operacijos.The conception of phonological awareness in educational psychologyReda Gedutienė SummarySignificant research efforts in the field of cognitive, developmental and educational psychology over the past several decades have been focused on the impact of phonological awareness on children’s early literacy development. A substantial body of research evidence from different countries indicates that there is a powerful relationship between preschool phonological awareness and subsequent literacy achievement in alphabetic orthography. There is little research focused on the understanding of phonological awareness in Lithuania, so the aim of this article is to present a theoretical overview of the main areas of the field and to discuss them. First of all, there is a consensus on the definition of phonological awareness, and phonological awareness is broadly defined as a conscious awareness of separate linguistic units in speech and the ability to carry out mental operations on these units of speech. Unfortunately, the relationship between phonological awareness and its many operationalizations is ambiguous, resulting in both theoretical and practical difficulties. Second, there is still no consensus on the structure of phonological awareness. The question is whether the different sets of items intended to measure phonological awareness reflect a single underlying latent ability or several related abilities. Third, research has identified the general sequence of phonological awareness development as universal across languages, and the transparency of a language influences the rate of normal development of phonological awareness. The development of phonological awareness appears to progress from more global phonological characteristics of words to those representing smaller units, i.e. from the syllable level to the phonemic level.A substantial body of research evidence from English indicates that there is a powerful relationship between preschool phonological awareness and subsequent literacy achievements. However, the pattern of findings from research in transparent writing systems with simpler and more consistent letter–sound relationships than English tends to be inconsistent and sometimes contradictory. Some have reported findings more similar to those in English with a strong predictive effect of preschool phonological awareness on early literacy performance. Others have reported that preschool phonological awareness skills are either less important or irrelevant for future literacy attainment.Key words: phonological awareness, phonological sensitivity, linguistic units, mental operations.


Author(s):  
Ian Shaw

Ancient Egypt: A Very Short Introduction explores the history and culture of pharaonic Egypt, including ideas about Egyptian kingship, religion, ethics, customs, and writing systems. The ancient Egyptians are an enduring source of fascination and mystery; for generations, mummies and pyramids, curses and rituals have captured the imagination. This VSI draws on the latest archaeological discoveries and scholarship on ancient Egypt. It considers issues relating to the history of Egyptology, ethnicity, race, gender, and sexual relations. Moreover, it examines the impact of the Arab Spring on approaches to Egyptian museums and cultural heritage all over the world.


2021 ◽  
pp. 6530-6555
Author(s):  
Mahnaz Shayestehfar, Erfan Khazaie

Il-Khanid seals and coins are a type of seal featuring figurative patterns typically characterized by the Rectangular style of Kufic script, the absence of figures, extensive use of calligraphy, geometric, and abstract patterns. Although it is based on the Persian seal-carving tradition, the Īl-Khānids seals and coins exhibit various elements from the Chinese seals (印章), and also similar in their style to the Mongolian writing systems. While the Silk Road, the central path for trade and economic purposes, brought together China and Persia, the two nations had strong influences regarding culture, tradition, and religion, and Persian art has applied many Chinese artistic elements, particularly in the art of seal making. Indeed, the historical evidence suggests that the Mongolian Empire employed the Chinese seals (印章) throughout their territory, stretching from China to Persia. The intercultural influences through the Silk Road seem to be well-rooted in Central Asia, and for the first time, Chinese culture is seen abundantly in the Īl-Khānids seal history, as well as the Rectangular style of Kufic script on the seals and coins, influenced by the Uighur script. This paper uses an interdisciplinary approach to analyse the Chinese and the Īl-Khānids seals and coins to survey transmission of the Chinese tradition through Silk Road cultural exchanges. The results show that there exists a strong possibility that the manner in which the writing of Arabic characters in the Rectangular Kufic writing system was inserted at the top to the bottom unexpectedly followed the style of Mongolian words.


2021 ◽  
pp. 136700692110228
Author(s):  
Jyotsna Vaid ◽  
Hsin-Chin Chen ◽  
Chaitra Rao

Aims and objectives: Few previous studies of bilingual cognition have theorized the impact of being literate in distinct orthographies. This study examined: (1) How do differences in the way writing systems represent sound affect biscriptal bilinguals’ segmentation of spoken words in each language? and (2) What is the impact of the first learned orthography? These questions were addressed in native and non-native readers of Hindi and English. The primary unit of writing in Hindi is the akshara, which corresponds to a syllable in most cases, whereas for English the unit of writing corresponds to a phoneme. Method: Hindi-English users listened to cross-language homophones in Hindi and English. Participants were instructed to take away “the first sound” of each word and say aloud what remained. Data analysis: Percent deletion of the initial phoneme was examined. Exp. 1 included 44 bilinguals. Exp. 2 tested 13 bilinguals. Findings/conclusions: For native English readers the first phoneme was deleted regardless of language. For native readers of Hindi, performance differed by language: the “first sound” was a phoneme for English words but a syllable for Hindi words (except for vowel-initial words). Originality: Using a novel paradigm, this study demonstrates that biscriptal bilinguals’ conceptions of speech sounds are differentially shaped by their knowledge of the written forms of those sounds: deleting “the first sound” in /sʌfʌr/ resulted in /fʌr/ when it was presented as a Hindi word but as /ʌfʌr/ when presented as English. Thus, the very same spoken word can yield different conceptions depending on whether it is heard as a word belonging to one language or another. Significance/implications: The findings indicate that language-specific orthographic knowledge influences biscriptal bilinguals’ conceptualization of speech sounds in their respective languages. More generally, our study argues for more research on biscriptal bilinguals in the study of bilingual cognition.


1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.


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