scholarly journals When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

2018 ◽  
Vol 8 (4) ◽  
pp. 169 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Dan Reynolds ◽  
Tess Lantos ◽  
Sara Gould ◽  
...  
Keyword(s):  
Complex Problem ◽  
Vocabulary Knowledge ◽  
Research Assessment ◽  
Word Knowledge ◽  
Problem Space ◽  
Confirmatory Factor ◽  
History Of ◽  
Standardized Measure ◽  
Theory Research ◽  
Vocabulary Assessment

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed.

Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

Problem Orientation

2018 ◽  
pp. 138-156
Author(s):  
Paul Battersby
Keyword(s):  
Complex Problem ◽  
Dynamic Mode ◽  
Global Approach ◽  
Complex Dynamic ◽  
Problem Space ◽  
Thick Description ◽  
Global Response ◽  
Problem Orientation ◽  
New Knowledge ◽  
Creative Problem

Globalization is complex, dynamic, and unpredictable. A commensurably dynamic mode of analysis is thus required for the necessary task of comprehending globalization’s intricacies and consequences. Adopting a creative, problem-based technique, this chapter develops a global approach to problem orientation. Irregular migration is the topic focus used to map out how a complex problem space can be constructed and how notions of complexity can be imaginatively applied to explore avenues for global response. A global problem orientation accepts that new knowledge can form at the interstices of different systems or schools of thought. The creative–imaginative technique discussed in this chapter encourages the use of divergent models or paradigms in tandem to enable thick description and deep analysis of complex problem spaces.

scholarly journals The living fossil concept: reply to Turner

2021 ◽  
Vol 36 (2) ◽  
Author(s):  
Scott Lidgard ◽  
Alan C. Love
Keyword(s):  
Complex Problem ◽  
Morphological Stability ◽  
Main Argument ◽  
Geological Time ◽  
Problem Space ◽  
Living Fossil ◽  
Living Fossils ◽  
Tadpole Shrimps ◽  
Evolutionary Stasis

AbstractDespite the iconic roles of coelacanths, cycads, tadpole shrimps, and tuataras as taxa that demonstrate a pattern of morphological stability over geological time, their status as living fossils is contested. We responded to these controversies with a recommendation to rethink the function of the living fossil concept (Lidgard and Love in Bioscience 68:760–770, 2018). Concepts in science do useful work beyond categorizing particular items and we argued that the diverse and sometimes conflicting criteria associated with categorizing items as living fossils represent a complex problem space associated with answering a range of questions related to prolonged evolutionary stasis. Turner (Biol Philos 34:23, 2019) defends the living concept against a variety of recent skeptics, but his criticism of our approach relies on a misreading of our main argument. This misreading is instructive because it brings into view the value of three central themes for rethinking the living fossil concept—the function of concepts in biology outside of categorization, the methodological importance of distinguishing parts and wholes in conceptualizing evolutionary phenomena, and articulating diverse explanatory goals associated with these phenomena.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals Brazilian Adaptation of the Coronavirus Anxiety Scale: A Psychometric Investigation of a Measure of Coronaphobia

2021 ◽  
pp. 003022282199132
Author(s):  
Fernando E. Padovan-Neto ◽  
Sherman A. Lee ◽  
Rayanne Poletti Guimarães ◽  
Lívea Dornela Godoy ◽  
Hugo Bononi Costa ◽  
...  
Keyword(s):  
Functional Impairment ◽  
Anxiety Scale ◽  
Younger Adults ◽  
Confirmatory Factor Analyses ◽  
Discrimination Ability ◽  
Cut Score ◽  
Confirmatory Factor ◽  
History Of ◽  
Unidimensional Construct ◽  
Psychometric Investigation

This study examined the psychometric properties of a Brazilian adapted version of the Coronavirus Anxiety Scale (CAS-BR) in a sample of adults in Brazil. Confirmatory factor analyses demonstrated that the CAS-BR produces a reliable (α = .84), unidimensional construct whose structure was shown to be invariant across gender, race, and age. However, some items of the CAS-BR were stronger indicators of the coronavirus anxiety construct for women and younger adults. Although the CAS-BR demonstrated evidence of discrimination ability for functional impairment (AUC = .77), Youden indexes were low to identify a clinical cut-score. Construct validity was demonstrated with correlations between CAS-BR scores and measures of functional impairment, generalized anxiety, and depression. Exploratory analyses revealed that CAS-BR total scores were higher among women and participants with a history of anxiety disorder. These findings are consistent with previous investigations and support the validity of CAS-BR for measuring coronavirus anxiety with Brazilian adults.

scholarly journals The learner as lexicographer: using monolingual and bilingual corpora to deepen vocabulary knowledge

2014 ◽  
Vol 4 (2) ◽  
pp. 53-65 ◽  
Author(s):  
Kristina HMELJAK SANGAWA
Keyword(s):  
Language Learning ◽  
Vocabulary Knowledge ◽  
Social Constraints ◽  
Word Knowledge ◽  
Challenging Tasks ◽  
Written Form ◽  
Bilingual Corpora ◽  
The University ◽  
Pragmatic Knowledge ◽  
Selection Of

Learning vocabulary is one of the most challenging tasks faced by learners with a non-kanji background when learning Japanese as a foreign language. However, learners are often not aware of the range of different aspects of word knowledge they need in order to successfully use Japanese. This includes not only the spoken and written form of a word and its meaning, but also morphological, grammatical, collocational, connotative and pragmatic knowledge as well as knowledge of social constraints to be observed. In this article, we present some background data on the use of dictionaries among students of Japanese at the University of Ljubljana, a selection of resources and a series of exercises developed with the following aims: a) to foster greater awareness of the different aspects of Japanese vocabulary, both from a monolingual and a contrastive perspective, b) to learn about tools and methods that can be applied in different contexts of language learning and language use, and c) to develop strategies for learning new vocabulary, reinforcing knowledge about known vocabulary, and effectively using this knowledge in receptive and productive language tasks.

scholarly journals Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 71-89
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
Mental Lexicon ◽  
Verbal Working Memory ◽  
Educational Programme ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Word Knowledge ◽  
L2 Vocabulary

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

scholarly journals Development and validation of a motivational persistence scale

Psihologija ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 99-120 ◽  
Author(s):  
Ticu Constantin ◽  
Andrei Holman ◽  
Maria Hojbotă
Keyword(s):  
Factor Analysis ◽  
Self Report ◽  
Divergent Validity ◽  
Canonical Correlations ◽  
Confirmatory Factor ◽  
Specific Goal ◽  
Convergent And Divergent Validity ◽  
History Of ◽  
Development And Validation

The main goal of our research was to develop a new measure of persistence and to assess its construct validity and psychometric proprieties. First, we discuss the history of the psychological construct of persistence, defined here as the tendency to remain engaged in specific goal-related activities, despite difficulties, obstacles, fatigue, prolonged frustration or low perceived feasibility. The developed scale, measuring motivational persistence, contains three-factors: long-term purposes pursuing, current purposes pursuing and recurrence of unattained purposes. The results of the two validation studies conducted, employing both exploratory and confirmatory factor analysis, advocate the hypothesized structure. Also, the Pearson and canonical correlations between the three factors of the new self-report scale and other three related measures (and their factors) indicate good levels of convergent and divergent validity of the new scale.

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