Invested Mental Effort in an Aural Multimedia Environment

2011 ◽  
pp. 136-158 ◽  
Author(s):  
Linda Jones
Keyword(s):  
College Students ◽  
Second Language ◽  
Vocabulary Learning ◽  
Mental Effort ◽  
Test Results ◽  
Recall Protocol ◽  
Treatment Type ◽  
Multimedia Environment ◽  
Anecdotal Information

This study addresses the views of 9 students on the amount of invested mental effort (Salomon, 1983a) needed to effectively process multimedia annotations (pictorial and written) so as to learn from a second language (L2) aural passage. Initially, 67 college students in a second-semester French course listened to a multimedia based French passage. Participants were randomly assigned to one of four listening treatments that contained either no annotations, written annotations, pictorial annotations, or both annotation types. Follow up vocabulary production and recall protocol tests measured vocabulary learning and aural comprehension. From these 67 students, 9 were selected to participate in interviews based on treatment type and posttest results. After examining anecdotal information and test results of these 9 students, it appears that the amount of invested mental effort applied to processing different annotation types varied in its influence on their abilities to learn French vocabulary and on their aural comprehension.

The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis

2018 ◽  
Vol 40 (5) ◽  
pp. 721-753 ◽  
Author(s):  
Hansol Lee ◽  
Mark Warschauer ◽  
Jang Ho Lee
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Short Term ◽  
Different Dimensions ◽  
L2 Vocabulary

Abstract This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p < .001) and long-term periods (34 follow-up effect sizes; Hedges’ g = 0.64, SE = 0.17, p < .001). Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in-depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners’ L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.

EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING

2015 ◽  
Vol 37 (4) ◽  
pp. 677-711 ◽  
Author(s):  
Tatsuya Nakata
Keyword(s):  
College Students ◽  
Second Language ◽  
Retention Interval ◽  
Vocabulary Learning ◽  
Effect Sizes ◽  
Practice Schedule ◽  
Japanese Word ◽  
Main Effect ◽  
L2 Vocabulary ◽  
Equal Spacing

Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary learning. One hundred and twenty-eight Japanese college students studied 20 English-Japanese word pairs. The type of spacing (expanding and equal) and the amount of spacing (massed, short, medium, and long) were manipulated. Results demonstrated a limited, yet statistically significant, advantage of expanding spacing. The finding is significant because this is the first L2 study to find the superiority of expanding over equal spacing. The main effect of the amount of spacing was also significant, producing large effect sizes. Taken together, the results suggest that expanding spacing may facilitate vocabulary learning, although introducing spacing may have a larger effect.

A Social Norms Approach to Reducing Alcohol Consumption Among College Freshmen

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Jannette Y. Berkley-Patton ◽  
Ellie C. Prosser ◽  
Kathleen A. McCluskey-Fawcett ◽  
Carrie Towns
Keyword(s):  
College Students ◽  
Social Norms ◽  
Drinking Behavior ◽  
School Level ◽  
Drinking Patterns ◽  
Normative Feedback ◽  
High School Level ◽  
University Life ◽  
Incoming Freshmen

The social norms media approach is an intervention designed to change college students’ drinking behavior by correcting false perceptions through normative feedback. The present study is a preliminary assessment of a social norms intervention’s attempt to decrease drinking amounts in students making the transition to university life. Data were collected on three groups of first-year students: (a) spring 1999 for baseline freshmen drinking norms, (b) summer 1999 to assess incoming freshmen drinking patterns, and (c) spring 2000 as a follow-up to assess effectiveness of the intervention for freshmen who entered fall 1999. Results indicated that the majority of freshmen students consistently drank in a moderate range (0–5 drinks), yet consistently overestimated their peers’ drinking levels. Incoming freshmen had significantly higher levels of drinking and greater misperceptions than baseline university freshmen. Results suggest the drinking rates significantly decreased for incoming freshmen from summer 1999 compared to spring 2000 follow-up norms. Also, the results suggest that normative feedback on college students’ drinking may be needed at the high school level to correct faulty perceptions prior to entering a university environment.

Prevalence of HPV 16/18 genotypes and histopathologic follow-up outcomes in women with negative cytology and positive high-risk HPV test results

2015 ◽  
Vol 4 (5) ◽  
pp. 261-266 ◽  
Author(s):  
Anna Woodard ◽  
R. Marshall Austin ◽  
Zaibo Li ◽  
Joseph Beere ◽  
Chengquan Zhao
Keyword(s):  
High Risk ◽  
Test Results ◽  
Hpv 16 ◽  
Hpv Test ◽  
High Risk Hpv

scholarly journals A machine learning approach for predicting suicidal thoughts and behaviours among college students

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Melissa Macalli ◽  
Marie Navarro ◽  
Massimiliano Orri ◽  
Marie Tournier ◽  
Rodolphe Thiébaut ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Positive Predictive Value ◽  
Predictive Value ◽  
Screening Tools ◽  
Receiver Operating Curve ◽  
Depression Symptoms ◽  
Suicidal Thoughts ◽  
One Year

AbstractSuicidal thoughts and behaviours are prevalent among college students. Yet little is known about screening tools to identify students at higher risk. We aimed to develop a risk algorithm to identify the main predictors of suicidal thoughts and behaviours among college students within one-year of baseline assessment. We used data collected in 2013–2019 from the French i-Share cohort, a longitudinal population-based study including 5066 volunteer students. To predict suicidal thoughts and behaviours at follow-up, we used random forests models with 70 potential predictors measured at baseline, including sociodemographic and familial characteristics, mental health and substance use. Model performance was measured using the area under the receiver operating curve (AUC), sensitivity, and positive predictive value. At follow-up, 17.4% of girls and 16.8% of boys reported suicidal thoughts and behaviours. The models achieved good predictive performance: AUC, 0.8; sensitivity, 79% for girls, 81% for boys; and positive predictive value, 40% for girls and 36% for boys. Among the 70 potential predictors, four showed the highest predictive power: 12-month suicidal thoughts, trait anxiety, depression symptoms, and self-esteem. We identified a parsimonious set of mental health indicators that accurately predicted one-year suicidal thoughts and behaviours in a community sample of college students.

The visual signature of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, and Abashidze ()

2021 ◽  
pp. 1-15
Author(s):  
Kim McDonough ◽  
Rachael Lindberg ◽  
Pavel Trofimovich ◽  
Oguzhan Tekin
Keyword(s):  
Second Language ◽  
Facial Expressions ◽  
Exploratory Study ◽  
Replication Study ◽  
English Speakers ◽  
Lingua Franca ◽  
Visual Cue ◽  
Systematic Replication ◽  
Dynamic Movement

Abstract This replication study seeks to extend the generalizability of an exploratory study (McDonough et al., 2019) that identified holds (i.e., temporary cessation of dynamic movement by the listener) as a reliable visual cue of non-understanding. Conversations between second language (L2) English speakers in the Corpus of English as a Lingua Franca Interaction (CELFI; McDonough & Trofimovich, 2019) with non-understanding episodes (e.g., pardon?, what?, sorry?) were sampled and compared with understanding episodes (i.e., follow-up questions). External raters (N = 90) assessed the listener's comprehension under three rating conditions: +face/+voice, −face/+voice, and +face/−voice. The association between non-understanding and holds in McDonough et al. (2019) was confirmed. Although raters distinguished reliably between understanding and non-understanding episodes, they were not sensitive to facial expressions when judging listener comprehension. The initial and replication findings suggest that holds remain a promising visual signature of non-understanding that can be explored in future theoretically- and pedagogically-oriented contexts.

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