Word learning in a supported-learning context by preschool children with specific language
- Assessing and supporting independent word learning strategies of middle school students. Harmon, Janis M. // Journal of Adolescent & Adult Literacy;Mar2000, Vol. 43 Issue 6, p518
Describes how the profiles of three students representing a range of reading abilities are valuable constructs in assessing independent word learning strategies and how such information can drive instruction. Instructional formats for teaching independent word learning strategies; Use of...
- Forgotten but Not Gone: Savings for Pictures and Words in Long-Term Memory. MacLeod, Colin M. // Journal of Experimental Psychology. Learning, Memory & Cognition;Apr88, Vol. 14 Issue 2, p195
Presents five experiments examining the relearning of words, simple line-drawing pictures and complex photographic pictures after retention intervals of 1 to 10 weeks. Relearning advantage; Cross-modality case; Trace-strengthening function.
- Reinforcement and inference in cross-situational word learning. Tilles, Paulo F. C.; Fontanari, José F. // Frontiers in Behavioral Neuroscience;Nov2013, Vol. 7, p1
Cross-situational word learning is based on the notion that a learner can determine the referent of a word by finding something in common across many observed uses of that word. Here we propose an adaptive learning algorithm that contains a parameter that controls the strength of the...
- Learning New Words: Phonotactic Probability in Language Development. Storkel, Holly L. // Journal of Speech, Language & Hearing Research;Dec2001, Vol. 44 Issue 6, p1321
Though the influences of syntactic and semantic regularity on novel word learning are well documented, considerably less is known about the influence of phonological regularities on lexical acquisition. The influence of phonotactic probability, a measure of the likelihood of occurrence of a...
- Woodcock Analogies: Effect of Additional Practice and Instruction for Learning Disabled Students. Franklin Jr., Melvin R.; Fullilove, Richard M.; Sabers, Darrell L. // Journal of Learning Disabilities;Nov1985, Vol. 18 Issue 9
Examines the adequacy of revised instructions for the analogies portion of the Word Comprehension (WC) subtest among a learning-disabled population. Effect of presenting additional sample items prior to the administration of the analogies items; Increases in WC-analogies standard scores.
- The role of gesture meaningfulness in word learning. Hupp, Julie M.; Gingras, Mary C. // Gesture;2016, Vol. 15 Issue 3, p340
Adults regularly use word-gesture combinations in communication, and meaningful gestures facilitate word learning. However, it is not clear if this benefit of gestures is due to the speaker's movement increasing the listener's attention or if it needs to be a meaningful gesture, if the...
- When language loses its meaning. London, Herbert // Academic Questions;Summer91, Vol. 4 Issue 3, p10
Comments on how literary radicals assume the privilege of determining when words have literal meaning and when they do not. University professor Stanley Fish's criticism of the National Association of Scholars; Standard of usage established by political correctness; Absurdity of precise meaning.
- New evidence for phonological processing during visual... Bentin, Shlomo; Ibrahim, Raphiq // Journal of Experimental Psychology. Learning, Memory & Cognition;Mar1996, Vol. 22 Issue 2, p309
Focuses on a study that deals with phonological processing in visual word recognition using Arabic and Palestine dialect that has no written form. Details; Participants; Stimuli and materials; Procedure; Experiments; Methods; Results; General discussion.
- Got an ology? Aronson, Jeff // BMJ: British Medical Journal (International Edition);01/04/97, Vol. 314 Issue 7073, p28
Focuses on words ending with `ology'. Number of words ending in ology listed in the `Chambers Dictionary'; Definition of the Greek word logos; Loss of the function of the ology in some words; Author's preference for simpler words.