Enhancement of safety communication model

A fundamental measure of safety communication is the residual error probability, i. e., the probability of undetected errors. For the detection of data errors, typically a Cyclic Redundancy Check (CRC) is applied, and the resulting residual error probability is determined based on the Binary Symmetric Channel (BSC) model. The use of this model had been questioned since several error types cannot be sufficiently described. Especially the increasing introduction of security algorithms into underlying communication layers requires a more adequate channel model. This paper introduces an enhanced model that extends the list of considered data error types by combining the BSC model with a Uniformly Distributed Segments (UDS) model. Although models beyond BSC are applied, the hitherto method of the calculation of the residual error probability can be maintained.

Error Analysis of Students with Mathematics Learning Difficulties in Tibet

It has been reported that a noticeable high percentage (33%) of students with mathematics learning difficulties (MLD) in Tibet can partly be explained by the current state of mathematics teaching. This study investigated the errors the Tibetan seventh grade students (N = 30) with MLD made in mathematics tasks. A novel Mathematics Error Pattern Identification Test (MEPIT) was used, identifying eight different error types: visual-spatial, comprehension, transformation, relevance, fact, procedural, measurement, and presentation errors. The most frequent error types among Tibetan students found were fact and comprehension errors. Compared to boys, girls seemed to be more vulnerable to fact and relevance errors. No significant differences were found between students from rural and urban school, except rural school students made more comprehension errors. The novel measure of MEPIT could serve as a screening tool for Tibetan teachers to identify the errors students make in mathematics tasks, and to take these into consideration in their teaching to meet the learning needs of the students.

Is Less Really More? The Case for Comprehensive Written Corrective Feedback

An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners’ L2 writing. Despite limited evidence, it is argued that comprehensive WCF is unsystematic, inconsistent, confusing, and intimidating; can cognitively and affectively overwhelm L2 learners and may dilute attention to WCF. This paper aims to first respond to and call into question these and other arguments against comprehensive WCF, and then it puts forward some arguments against focused WCF. In doing so, it draws on dominant SLA theories and empirical research findings to lend support to the rebuttals and arguments. Some concrete suggestions are made to help teachers fully exploit the potentials of a comprehensive feedback approach.

Indonesian Spelling Error Detection and Type Identification Using Bigram Vector and Minimum Edit Distance Based Probabilities

Spelling error has become an error that is often found in this era which can be seen from the use of words that tend to follow trends or culture, especially in the younger generation. This study aims to develop and test a detection and identification model using a combination of Bigram Vector and Minimum Edit Distance Based Probabilities. Correct words from error words are obtained using candidates search and probability calculations that adopt the concept of minimum edit distance. The detection results then identified the error type into three types of errors, namely vowels, consonants and diphthongs from the error side on the tendency of the characters used as a result of phonemic rendering at the time of writing. The results of error detection and identification of error types obtained are quite good where most of the error test data can be detected and identified according to the type of error, although there are several detection errors by obtaining more than one correct word as a result of the same probability value of these words.

The Students–Professors Problem—The Reversal Error and Beyond

This paper first introduces and reviews the existing research on the well-known “students–professors (S/P) problem”, which was first formulated in 1979. Next, it presents an empirical study of Danish upper secondary students’ answers to two mathematical modeling versions of the S/P-problem; a mathematization version (296 students), and a de-mathematization version (658 students). Besides reproducing several previously reported findings, e.g., the so-called reversal error, the study identifies new error types not previously reported in the literature. The mathematical modeling perspective adopted, along with a mixed-methods design, give rise to new potential explanations of the reversal error as well as explanations of the new error types. Our study shows that interpreting the linguistic formulation of the S/P-problem statement is not only related to language but is intrinsically of a mathematical – and cognitive – nature as well. Altogether, there is still more to be said about the S/P-problem forty years after its emergence. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610104.

ERRORS MADE BY THE TENTH GRADE STUDENTS OF SMA NEGERI 1 ULU MORO’O IN THEIR WRITING RECOUNT TEXT COMPOSITION IN ACADEMIC YEAR 2020/2021

This study is about errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition in academic year 2019/2020. The objectives of this study is to find out types of errors made by the tenth grade students in their writing recount text composition and to find out the most dominant errors made by the tenth grade students in writing recount text composition. The instrument of the research is test and documentation. The research methodology is descriptive qualitative. The subject of this study is the tenth grade students of SMA Negeri 1 Ulu Moro’o, which is consist of 30 students. The result of this study showed that there are four types of errors that occur; they are error of omission, error of addition, error of misformation and error of misordering. The data was taken from the test: it was written text. The findings showed that errors made by the students were 19,80% omission, 17,82% addition, 53,46% misformation, and 8,91% misordering. The writer observed 101 total errors. From the frequency of each error types, misformation was the error which most frequently produced by the students. The writer concluded that misformation was the dominant kind of errors made by the tenth grade students of SMA Negeri 1 Ulu Moro’o in writing recount text composition.

Fluency Changes due to Sports-Related Concussion

BackgroundAlterations in speech have long been identified as indicators of various neurologic conditions including traumatic brain injury (TBI), neurodegenerative diseases, and stroke. TBIs that can be assessed using the Glasgow Coma Scale often result in speech symptoms such as dysarthria and occasionally neurogenic stuttering. The manifestation of symptoms including the specific changes in speech occurring in mild TBIs (or concussions) may differ from more severe head injuries. This work aims to compare speech fluency in sport-related concussion to baseline performance as well as non-athlete controls.MethodsA total of 230 Division I student athletes participated in pre-season speech testing. Of these, 12 students (18-22 years) who sustained a concussion also participated in speech testing in the days following diagnosis of concussion. Samples of picture descriptions were independently coded by three trained raters as 17 error types within the three traditional categories of errors defined in fluency analysis (Stuttering-Like Disfluency, Articulation Error, Other Disfluency).ResultsWithin-subjects analysis comparing the difference in percent error scores at baseline and post-concussion revealed significant differences for interjections (t(11)=-2.678, p< .05). The Other Disfluency category was also significantly different (t(11)= -2.735, p< .05), with more errors occurring after a concussion. No change in the Stuttering-Like Disfluency (t(11)= -0.799, p>.05) or Articulation Error category (t(11)=-0.045, p>.05) was found.ConclusionsThese results demonstrate that speech changes occur following mild sports-related concussions. Specifically, the rate of interjections increased in a limited sample of college athletes who sustain a concussion. Changes in additional error types (fillers, pauses) were trending, but were not significant potentially due to the low sample size. Future studies should consider speech as a diagnostic tool for concussion.

An Error Analysis of Orthographic Representation in Written Chinese Characters

This paper reports an error analysis of orthographic representation in written Chinese characters among Mandarin as foreign language (MFL) learners studying at an elementary level at a Malaysian public university in their dictation assessment. A total of 262 stroke error types of their orthographic representation in written Chinese characters were collected and analysed. The errors were consequently classified into four main categories among 165 MFL learners who took part in the study. The study found that participants made most mistakes in the stroke numbers and shape of orthographic representation in written Chinese characters. It was also found that there were detectable mistakes in stroke relation and stroke direction of orthographic representation in written Chinese characters. The cognitive factors contributing to the orthographic representation error types in written Chinese characters are discussed. It is concluded that beginner MFL learners would have a greater tendency to commit several character errors in writing Mandarin because of their low level of orthographic awareness and presumably a high cognitive load given to them as they transit from writing alphabets scripts to writing Chinese characters. Future research could examine how MFL learners cognitively adapt when transitioning from alphabet scripts to Chinese characters. Findings would guide instructors in the teaching Chinese characters more efficient and subsequently, it would allow them to interpret orthographic representations and write Chinese characters more accurately.