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1.
Proc Natl Acad Sci U S A ; 120(40): e2305629120, 2023 10 03.
Artigo em Inglês | MEDLINE | ID: mdl-37748064

RESUMO

Women remain underrepresented in most math-intensive fields. [Breda and Napp, Proc. Natl. Acad. Sci. U.S.A. 116, 15435 (2019)] reported that girls' comparative advantage in reading over math (i.e., the intraindividual differences between girls' reading vs. math performance, compared to such differences for boys) could explain up to 80% of the gender gap in students' intentions to pursue math-intensive studies and careers, in conflict with findings from previous research. We conducted a conceptual replication and expanded upon Breda and Napp's study by using new global data (PISA2018, N = 466,165) and a recent US nationally representative longitudinal study (High School Longitudinal Study of 2009, N = 6,560). We coded students' intended majors and careers and their actual college majors. The difference between a student's math vs. reading performance explained only small proportions of the gender gap in students' intentions to pursue math-intensive fields (0.4 to 10.2%) and in their enrollment in math-intensive college majors (12.3%). Consistent with previous studies, our findings suggest girls' comparative advantage in reading explains a minority of the gender gap in math-related majors and occupational intentions and choices. Potential reasons for differences in the estimated effect sizes include differences in the operationalization of math-related choices, the operationalization of math and reading performance, and possibly the timing of measuring intentions and choices. Therefore, it seems premature to conclude that girls' comparative advantage in reading, rather than the cumulative effects of other structural and/or psychological factors, can largely explain the persistent gender gap in math-intensive educational and career choices.


Assuntos
Estudos de Linguagem , Aranhas , Masculino , Animais , Humanos , Feminino , Estudos Longitudinais , Fatores Sexuais , Apoptose , Escolha da Profissão
2.
Am J Speech Lang Pathol ; 32(5): 2254-2266, 2023 09 11.
Artigo em Inglês | MEDLINE | ID: mdl-37591219

RESUMO

PURPOSE: Latino/a children disproportionately experience academic vulnerabilities, including in reading. Caregiver-mediated interventions can be leveraged to support the bilingual language development of young Latino/a children to prevent these well-documented disparities in reading. However, in leveraging these programs, it is important to weigh Latino cultural values surrounding education, family connection, and learning alongside the barriers and inequities experienced by Latino families. In response to this need, this study used a community-partnered approach to (a) understand caregivers' needs related to the language and literacy development of their young children and (b) understand perspectives for how best to implement a culturally adapted and culturally responsive caregiver-mediated program. METHOD: A total of 101 caregivers completed a needs assessment of sociodemographic information, child development and needs, and family needs. Subsequently, nonprofit staff and caregivers completed semistructured interviews or focus groups about the development and implementation of a birth-to-5 program supporting early language development. RESULTS: Thirty-five percent of families reported having at least one child with delayed language. Furthermore, 60.3% of respondents reported desiring strategies to support their child's early reading. Deductive content analysis revealed that both staff and caregivers desired a birth-to-5, caregiver-mediated program. Staff described family-level characteristics to consider for an early language program, community strengths, specific inequities faced by Latino families, and suggestions about culturally responsive early language and literacy program content and structure. Caregivers described barriers and inequities that they have faced related to their children's learning and development and how a birth-to-5 program could be responsive to their needs and values. CONCLUSIONS: Staff and caregiver emphasized the resilience of Latino families and their strong values surrounding educational involvement. At the same time, participants also reported barriers and inequities rooted in systemic racism that have prevented families from being involved in certain aspects of the children's education. Together, these results revealed the importance of an early literacy program that is responsive to the structural inequities experienced by families.


Assuntos
Cuidadores , Participação da Comunidade , Hispânico ou Latino , Estudos de Linguagem , Desenvolvimento da Linguagem , Alfabetização , Criança , Pré-Escolar , Humanos , Escolaridade , Aprendizagem , Leitura , Multilinguismo , Determinação de Necessidades de Cuidados de Saúde , Participação dos Interessados , Apoio Comunitário , Determinantes Sociais da Saúde
3.
Cogn Process ; 24(3): 387-413, 2023 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-37450232

RESUMO

This study aimed to examine whether Japanese participants condition spoken words' meanings to written pseudowords. In Survey 1, we selected spoken words associated with negative (α = .91) and positive (α = .79) features for Experiment 1 and passive (α = .90) and active (α = .80) features for Experiment 2. In Experiment 1, participants evaluated four written pseudowords' emotional valence using a 7-point semantic differential scale (1: negative; 7: positive) before and after conditioning spoken words with negative, neutral, or positive features to each pseudoword. In the conditioning phase, participants read each pseudoword, listened to a spoken word, and verbally repeated each spoken word. The results showed that a pseudoword was conditioned to spoken words with positive and negative features. In Experiment 2, participants evaluated four pseudowords' activeness using a 7-point semantic differential scale (1: passive; 7: active) before and after conditioning spoken words of passive, neutral, and active features to each written pseudoword. In the conditioning phase, the participants read each written pseudoword, listened to a spoken word, and repeated the spoken word. The results showed that the activeness evaluations were more increased for pseudowords conditioned to spoken words of active and neutral features after conditioning than before conditioning but were unchanged for a pseudoword conditioned to those with passive features before and after conditioning. Additonally, Survey 2's results showed that although the positiveness and activeness responses of the words used in Experiments 1 and 2 were controlled well, the lack of significant differences among positiveness responses of words may influence the evaluative conditioning in Experiment 2. That is, when participants condition passive (low arousal) words' activeness (arousal) ratings to those of pseudowords, words' positiveness (valence) ratings would be important in the evaluative conditioning. Our findings suggest that participants can condition spoken word meanings of preference and activeness to those of written pseudowords. It also indicates that linguistically evaluative conditioning's effects are robust in a non-alphabetic language.


Assuntos
População do Leste Asiático , Emoções , Idioma , Humanos , Percepção Auditiva , Emoções/fisiologia , Leitura , Redação , Fala , Estudos de Linguagem
4.
J Pediatr ; 232: 31-37.e2, 2021 05.
Artigo em Inglês | MEDLINE | ID: mdl-33412166

RESUMO

OBJECTIVE: To assess the relationship of moderate and late preterm birth (320/7-366/7 weeks) to long-term educational outcomes. STUDY DESIGN: We hypothesized that moderate and late preterm birth would be associated with adverse outcomes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n = 72 316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. RESULTS: After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. CONCLUSIONS: Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.


Assuntos
Escolaridade , Nascimento Prematuro , Absenteísmo , Adolescente , California/epidemiologia , Criança , Desenvolvimento Infantil , Pré-Escolar , Feminino , Idade Gestacional , Humanos , Lactente , Recém-Nascido , Estudos de Linguagem , Masculino , Matemática
5.
J Learn Disabil ; 54(3): 187-202, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-32462963

RESUMO

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).


Assuntos
Idioma , Vocabulário , Educação Especial , Humanos , Estudos de Linguagem , Instituições Acadêmicas , Ensino
6.
Artigo em Inglês | MEDLINE | ID: mdl-32971971

RESUMO

Fine particulate air pollution is harmful to children in myriad ways. While evidence is mounting that chronic exposures are associated with reduced academic proficiency, no research has examined the frequency of peak exposures. It is also unknown if pollution exposures influence academic proficiency to the same degree in all schools or if the level of children's social disadvantage in schools modifies the effects, such that some schools' academic proficiency levels are more sensitive to exposures. We address these gaps by examining the percentage of third grade students who tested below the grade level in math and English language arts (ELA) in Salt Lake County, Utah primary schools (n = 156), where fine particulate pollution is a serious health threat. More frequent peak exposures were associated with reduced math and ELA proficiency, as was greater school disadvantage. High frequency peak exposures were more strongly linked to lower math proficiency in more advantaged schools. Findings highlight the need for policies to reduce the number of days with peak air pollution.


Assuntos
Desempenho Acadêmico , Poluentes Atmosféricos , Poluição do Ar , Poluentes Atmosféricos/análise , Poluentes Atmosféricos/toxicidade , Criança , Humanos , Estudos de Linguagem , Material Particulado/análise , Material Particulado/toxicidade , Instituições Acadêmicas , Estudantes
7.
PLoS One ; 15(6): e0234699, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32544210

RESUMO

Bilingualism was implemented in the Community of Madrid (Spain) more than ten years ago, through the incorporation of the English language in the teaching methods of certain schools. Since that time, various research projects have been carried out, with the objective of comparing the academic performance of students in bilingual schools with those in non-bilingual schools. The present paper makes use of primary education data from the Department of Education and Research for the Community of Madrid in an effort to analyze whether or not bilingualism results in the relative improvement of educational outcomes achieved in primary schools in the Region of Madrid, in Spain. More specifically, the data used is from sixth grade classrooms, given that, generally speaking, in this grade all schools give a standardized test which measures academic performance in Math, Science and Technology, Spanish Language Arts and English Language Arts. Our assessment makes use of a multinomial logit model, and includes the most common variables found in the research on the determination of educational outcomes (variables related to whether or not schools are bilingual, which is the main focus of this paper), as well as other less common variables considered to be relevant. These include absenteeism, satisfaction levels among families and students, and the percentage of students in second chance programs. The results show that bilingualism does not lower children performance in the subjects taught in English or in the subjects taught in Spanish. Academic performance in Mathematics, Science and Technology, and Spanish Language Arts is similar with respect to those schools which are not bilingual. However, results in English are significantly higher in bilingual schools when compared to non-bilingual schools.


Assuntos
Desempenho Acadêmico/normas , Sucesso Acadêmico , Multilinguismo , Criança , Humanos , Estudos de Linguagem/normas , Instituições Acadêmicas/normas , Espanha , Estudantes
8.
Demography ; 57(1): 123-145, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-31989536

RESUMO

This study investigates the effect of violent crime on school district-level achievement in English language arts (ELA) and mathematics. The research design exploits variation in achievement and violent crime across 813 school districts in the United States and seven birth cohorts of children born between 1996 and 2002. The identification strategy leverages exogenous shocks to crime rates arising from the availability of federal funds to hire police officers in the local police departments where the school districts operate. Results show that children who entered the school system when the violent crime rate in their school districts was lower score higher in ELA by the end of eighth grade, relative to children attending schools in the same district but who entered the school system when the violent crime rate was higher. A 10% decline in the violent crime rate experienced at ages 0-6 raises eighth-grade ELA achievement in the district by 0.03 standard deviations. Models that estimate effects by race and gender show larger impacts among Black children and boys. The district-wide effect on mathematics achievement is smaller and statistically nonsignificant. These findings extend our understanding of the geography of educational opportunity in the United States and reinforce the idea that understanding inequalities in academic achievement requires evidence on what happens inside as well as outside schools.


Assuntos
Sucesso Acadêmico , Crime/estatística & dados numéricos , Grupos Raciais/estatística & dados numéricos , Características de Residência/estatística & dados numéricos , Adolescente , Fatores Etários , Criança , Feminino , Humanos , Estudos de Linguagem/normas , Estudos de Linguagem/estatística & dados numéricos , Masculino , Matemática/normas , Matemática/estatística & dados numéricos , Fatores Sexuais , Estados Unidos/epidemiologia
9.
Med Care ; 58(1): 45-51, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31821245

RESUMO

BACKGROUND: Limited English proficiency is associated with decreased access to ambulatory care, however, it is unclear if this disparity leads to increased use of emergency departments (EDs) for low severity ambulatory care sensitive conditions (ACSCs). OBJECTIVE: We sought to determine the association between the patient's preferred language and hospital utilization for ACSCs. RESEARCH DESIGN: We conducted a retrospective cohort study of all ED visits in New Jersey in 2013 and 2014. The primary outcome was hospital admission for acute ACSCs, chronic ACSCs, and fractures (a nonambulatory care sensitive control condition). Secondary outcomes included intensive care unit (ICU) utilization and length of stay. Mixed-effect regression models estimated the association between preferred language (English vs. non-English) and study outcomes, controlling for demographics, comorbidities, and hospital characteristics. RESULTS: We examined 201,351 ED visits for acute ACSCs, 251,193 visits for chronic ACSCs, and 148,428 visits for fractures, of which 13.5%, 11.1%, and 9.9%, respectively, were by non-English speakers. In adjusted analyses, non-English speakers were less likely to be admitted for acute ACSCs [-3.1%; 95% confidence interval (CI), -3.6% to -2.5%] and chronic ACSCs (-2.3%; 95% CI, -2.8% to -1.7%) but not fractures (0.4%; 95% CI, -0.2% to 1.0%). Among hospitalized patients, non-English speakers were less likely to receive ICU services but had no difference in length of stay. CONCLUSIONS: These findings suggest non-English-speaking patients may seek ED care for lower acuity ACSCs than English-speaking patients. Efforts to decrease preventable ED and increase access to ambulatory care use should consider the needs of non-English-speaking patients.


Assuntos
Assistência Ambulatorial/estatística & dados numéricos , Serviço Hospitalar de Emergência/estatística & dados numéricos , Acesso aos Serviços de Saúde/estatística & dados numéricos , Estudos de Linguagem/estatística & dados numéricos , Aceitação pelo Paciente de Cuidados de Saúde/estatística & dados numéricos , Adulto , Idoso , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , New Jersey , Aceitação pelo Paciente de Cuidados de Saúde/etnologia , Estudos Retrospectivos
10.
Child Dev ; 91(5): 1800-1818, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-31758545

RESUMO

Different cross-domain trajectories in the development of students' ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students' ASC trajectories. Students' intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.


Assuntos
Estudos de Linguagem , Matemática , Autoimagem , Adolescente , Aptidão , Criança , Estudos Transversais , Feminino , Humanos , Masculino , Leitura , Estudantes
11.
Percept Mot Skills ; 126(5): 1024-1041, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31345113

RESUMO

This article reports on a study that tested Jin and Zhang's Chinese version of the Foreign Language Enjoyment Scale for classroom learning through confirmatory factor analysis and compared the resulting scale with Li, Jiang, and Dewaele's 11-item scale. Four hundred five Chinese first language senior high school students of English in years 1-3 participated in this study. We found that Jin and Zhang's version of the Foreign Language Enjoyment Scale could be reduced to a 16-item scale that preserved the same factor structure as the original scale. This revised 16-item scale showed a more solid dimensional division and better psychometric properties than Li et al.'s scale. We discussed our findings in relation to the scale's wider application for improving foreign language teaching and learning.


Assuntos
Estudos de Linguagem , Aprendizagem , Prazer , Estudantes , Ensino , Adolescente , Emoções , Análise Fatorial , Feminino , Humanos , Idioma , Masculino , Psicometria
12.
J Adolesc ; 74: 173-182, 2019 07.
Artigo em Inglês | MEDLINE | ID: mdl-31229933

RESUMO

INTRODUCTION: Traditional math-gender stereotypes suggest that boys/men are more likely to enjoy and succeed in mathematics while girls/women are more likely to enjoy and succeed at language arts subjects. The usefulness of implicit measures of math-gender stereotypes has been a subject of investigation in mainly the adult research literature. This is problematic, as adults have typically already made many important decisions about their academic and professional futures, thus making it unclear as to whether implicit attitudes about mathematics causally influence men and women's participation in STEM. Therefore, it is important to assess if the same kind of implicit and explicit stereotypes are found among adolescents who have yet to make many of these decisions. METHODS: A total of 196 eighth-grade students and 80 adults participated in this study. Participants completed both implicit and explicit self-report measures of math-gender stereotype attitudes, in addition to measures of math self-concept, verbal self-concept, as well as mathematical performance. RESULTS/CONCLUSIONS: We found that adolescent boys and girls reported either in-group favouritism or egalitarian attitudes towards math and language subjects. Adult participants reported more typical math-gender stereotypes on self-report measures. Adults also demonstrated a correlation between explicit and implicit measures of math-gender stereotype, which was not the case for adolescents. Implicit math-gender stereotype measures were not a reliable predictor of any other math-related variables among adults or adolescents. These results are discussed in terms of their implications for the potential usefulness of implicit measures of math-gender stereotypes for adolescents.


Assuntos
Matemática , Estereotipagem , Adolescente , Adulto , Fatores Etários , Estudos Transversais , Feminino , Humanos , Estudos de Linguagem , Masculino , Autorrelato , Estudantes/psicologia
13.
BMJ Open ; 9(4): e024404, 2019 04 24.
Artigo em Inglês | MEDLINE | ID: mdl-31023749

RESUMO

OBJECTIVES: The life course determinants of midlife and later life cognitive function have been studied using longitudinal population-based cohort data, but far less is known about whether the pattern of these pathways is similar or distinct for clinically relevant cognitive state. We investigated this for Addenbrooke's Cognitive Examination third edition (ACE-III), used in clinical settings to screen for cognitive impairment and dementia. DESIGN: Longitudinal birth cohort study. SETTING: Residential addresses in England, Wales and Scotland. PARTICIPANTS: 1762 community-dwelling men and women of European heritage, enrolled since birth in the Medical Research Council (MRC) National Survey of Health and Development (the British 1946 birth cohort). PRIMARY OUTCOME: ACE-III. RESULTS: Path modelling estimated direct and indirect associations between apolipoprotein E (APOE) status, father's social class, childhood cognition, education, midlife occupational complexity, midlife verbal ability (National Adult Reading Test; NART), and the total ACE-III score. Controlling for sex, there was a direct negative association between APOE ε4 and the ACE-III score (ß=-0.04 [-0.08 to -0.002], p=0.04), but not between APOE ε4 and childhood cognition (ß=0.03 [-0.006 to 0.069], p=0.10) or the NART (ß=0.0005 [-0.03 to 0.03], p=0.97). The strongest influences on the ACE-III were from childhood cognition (ß=0.20 [0.14 to 0.26], p<0.001) and the NART (ß=0.35 [0.29 to 0.41], p<0.001); educational attainment and occupational complexity were modestly and independently associated with the ACE-III (ß=0.08 [0.03 to 0.14], p=0.002 and ß=0.05 [0.01 to 0.10], p=0.02, respectively). CONCLUSIONS: The ACE-III in the general population shows a pattern of life course antecedents that is similar to neuropsychological measures of cognitive function, and may be used to represent normal cognitive ageing as well as a screen for cognitive impairment and dementia.


Assuntos
Envelhecimento , Desenvolvimento Infantil , Transtornos Cognitivos/epidemiologia , Cognição , Demência/epidemiologia , Estudos de Linguagem , Classe Social , Adolescente , Adulto , Idoso , Apolipoproteína E4/metabolismo , Criança , Transtornos Cognitivos/etiologia , Transtornos Cognitivos/metabolismo , Estudos de Coortes , Demência/etiologia , Demência/metabolismo , Escolaridade , Inglaterra , Feminino , Seguimentos , Inquéritos Epidemiológicos , Humanos , Estudos Longitudinais , Masculino , Memória , Pessoa de Meia-Idade , Ocupações , Escócia , País de Gales , Escalas de Wechsler , População Branca , Adulto Jovem
14.
Actas Urol Esp (Engl Ed) ; 43(4): 169-175, 2019 May.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-30846289

RESUMO

OBJECTIVE: To study the current status of the activity and academic training of residents and young urologists in Spain. MATERIAL AND METHODS: From the working group of residents and young urologists of the Spanish Association of Urology (AEU), an anonymous survey of 32 questions was designed. Its aim was to evaluate the academic activity of residents, defined by: number of communications to congresses, publications in national and international journals, clinical rotations within Spain and abroad, master's degree, Doctorate (PhD), applications to the European Board of Urology exam and language competences. The survey was sent via email and disseminated through social networks. RESULTS: Ninety-one respondents were obtained; 66% affirmed not having publications in scientific journals, 67% did not perform rotations abroad. Only 21% claimed to have taken the EBU exam. Only 2% of the respondents had completed a Fellowship. Although most of them (82%) had not done so, they would be interested. However, 67% of respondents believed that the relevance of academic/research activity is from high to very high. CONCLUSIONS: Our results indicate that academic activity, scientific production and publication of articles of the residents and young urologists in Spain is low. Moreover, participation in the EBU exam, the completion of a master's degree, PhD, rotations and fellowship is low. In contrast, the assessment of scientific activity is considered to be very relevant.


Assuntos
Internato e Residência/estatística & dados numéricos , Editoração/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Urologistas/estatística & dados numéricos , Urologia/estatística & dados numéricos , Adulto , Educação de Pós-Graduação em Medicina/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Humanos , Estudos de Linguagem , Pessoa de Meia-Idade , Espanha , Conselhos de Especialidade Profissional/estatística & dados numéricos , Urologia/educação
16.
Nurse Educ Today ; 72: 6-11, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30384083

RESUMO

Academic English tests are used to ascertain if international English as a Second Language nursing students have sufficient language skills to commence their nursing degrees, and later, if they have sufficient English for nursing registration. However, an academic English test may not be appropriate for clinical contexts. This study examines the relationship between two types of English test and the performance of forty-nine undergraduate international nursing students in both their first year of theory-centred academic topics and practice-centred clinical topics. An academic English test, called the International English Language Testing System (IELTS), and a general English proficiency/processing speed test using a variation of the cloze-test (C-test) format were administered at the commencement of the students' course of study. At the end of one year, grade percentages were collected. It was found that both the IELTS test and the C-test were significantly correlated to both types of topic, albeit with different patterns. The two English tests were also tested for similarities in the constructs they measured, with a significant overlap found. The implications are to rethink the way English tests are applied to entry in university degrees involving a clinical component and, by extension, to direct universities to rethink how nursing students are supported during their degree. The question is also raised about the practice of using academic English tests for professional nursing registration purposes. The benefits of the two testing approaches are also considered, particularly the large differences in monetary outlay and time found between the two tests, given their performance in explaining the variance in grade outcomes.


Assuntos
Avaliação Educacional/normas , Estudos de Linguagem/normas , Testes de Linguagem/normas , Enfermeiras Internacionais/educação , Enfermeiras Internacionais/normas , Austrália , Avaliação Educacional/métodos , Humanos , Estudos de Linguagem/estatística & dados numéricos , Testes de Linguagem/estatística & dados numéricos , Enfermeiras Internacionais/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos
17.
Behav Res Methods ; 50(4): 1461-1481, 2018 08.
Artigo em Inglês | MEDLINE | ID: mdl-29855811

RESUMO

In this article, we present Procura-PALavras (P-PAL), a Web-based interface for a new European Portuguese (EP) lexical database. Based on a contemporary printed corpus of over 227 million words, P-PAL provides a broad range of word attributes and statistics, including several measures of word frequency (e.g., raw counts, per-million word frequency, logarithmic Zipf scale), morpho-syntactic information (e.g., parts of speech [PoSs], grammatical gender and number, dominant PoS, and frequency and relative frequency of the dominant PoS), as well as several lexical and sublexical orthographic (e.g., number of letters; consonant-vowel orthographic structure; density and frequency of orthographic neighbors; orthographic Levenshtein distance; orthographic uniqueness point; orthographic syllabification; and trigram, bigram, and letter type and token frequencies), and phonological measures (e.g., pronunciation, number of phonemes, stress, density and frequency of phonological neighbors, transposed and phonographic neighbors, syllabification, and biphone and phone type and token frequencies) for ~53,000 lemmatized and ~208,000 nonlemmatized EP word forms. To obtain these metrics, researchers can choose between two word queries in the application: (i) analyze words previously selected for specific attributes and/or lexical and sublexical characteristics, or (ii) generate word lists that meet word requirements defined by the user in the menu of analyses. For the measures it provides and the flexibility it allows, P-PAL will be a key resource to support research in all cognitive areas that use EP verbal stimuli. P-PAL is freely available at http://p-pal.di.uminho.pt/tools .


Assuntos
Pesquisa Comportamental , Cognição , Bases de Dados Factuais , Estudos de Linguagem , Linguística , Vocabulário , Estimulação Acústica , Pesquisa Comportamental/métodos , Pesquisa Comportamental/normas , Humanos , Internet , Portugal , Fala , Interface Usuário-Computador
18.
J Exp Psychol Learn Mem Cogn ; 44(4): 604-614, 2018 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-29608079

RESUMO

The structure of natural languages give rise to many dependencies in the linear sequences of words, and within words themselves. Detecting these dependencies is arguably critical for young children in learning the underlying structure of their language. There is considerable evidence that human adults and infants are sensitive to the statistical properties of sequentially adjacent items. However, the conditions under which learners detect nonadjacent dependencies (NADs) appears to be much more limited. This has resulted in proposals that the kinds of learning mechanisms learners deploy in processing adjacent dependencies are fundamentally different from those deployed in learning NADs. Here we challenge this view. In 4 experiments, we show that learning both kinds of dependencies is hindered in conditions when they are embedded in longer sequences of words, and facilitated when they are isolated by silences. We argue that the findings from the present study and prior research is consistent with a theory that similar mechanisms are deployed for adjacent and nonadjacent dependency learning, but that NAD learning is simply computationally more complex. Hence, in some situations NAD learning is only successful when constraining information is provided, but critically, that additional information benefits adjacent dependency learning in similar ways. (PsycINFO Database Record


Assuntos
Estudos de Linguagem , Psicolinguística , Aprendizagem Seriada/fisiologia , Percepção da Fala/fisiologia , Adulto , Humanos , Fatores de Tempo , Adulto Jovem
19.
Behav Res Methods ; 50(3): 1030-1046, 2018 06.
Artigo em Inglês | MEDLINE | ID: mdl-28699123

RESUMO

This study introduces the second release of the Tool for the Automatic Analysis of Lexical Sophistication (TAALES 2.0), a freely available and easy-to-use text analysis tool. TAALES 2.0 is housed on a user's hard drive (allowing for secure data processing) and is available on most operating systems (Windows, Mac, and Linux). TAALES 2.0 adds 316 indices to the original tool. These indices are related to word frequency, word range, n-gram frequency, n-gram range, n-gram strength of association, contextual distinctiveness, word recognition norms, semantic network, and word neighbors. In this study, we validated TAALES 2.0 by investigating whether its indices could be used to model both holistic scores of lexical proficiency in free writes and word choice scores in narrative essays. The results indicated that the TAALES 2.0 indices could be used to explain 58% of the variance in lexical proficiency scores and 32% of the variance in word-choice scores. Newly added TAALES 2.0 indices, including those related to n-gram association strength, word neighborhood, and word recognition norms, featured heavily in these predictor models, suggesting that TAALES 2.0 represents a substantial upgrade.


Assuntos
Processamento de Linguagem Natural , Redação/normas , Processamento Eletrônico de Dados/métodos , Humanos , Estudos de Linguagem , Análise Numérica Assistida por Computador , Reprodutibilidade dos Testes , Validação de Programas de Computador
20.
Behav Res Methods ; 50(3): 1285-1307, 2018 06.
Artigo em Inglês | MEDLINE | ID: mdl-28791657

RESUMO

Using the megastudy approach, we report a new database (MEGALEX) of visual and auditory lexical decision times and accuracy rates for tens of thousands of words. We collected visual lexical decision data for 28,466 French words and the same number of pseudowords, and auditory lexical decision data for 17,876 French words and the same number of pseudowords (synthesized tokens were used for the auditory modality). This constitutes the first large-scale database for auditory lexical decision, and the first database to enable a direct comparison of word recognition in different modalities. Different regression analyses were conducted to illustrate potential ways to exploit this megastudy database. First, we compared the proportions of variance accounted for by five word frequency measures. Second, we conducted item-level regression analyses to examine the relative importance of the lexical variables influencing performance in the different modalities (visual and auditory). Finally, we compared the similarities and differences between the two modalities. All data are freely available on our website ( https://sedufau.shinyapps.io/megalex/ ) and are searchable at www.lexique.org , inside the Open Lexique search engine.


Assuntos
Bases de Dados Factuais , Tomada de Decisões , Estudos de Linguagem , Ferramenta de Busca , Confiabilidade dos Dados , França , Humanos , Tempo de Reação , Análise de Regressão
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