41 |
Design and Evaluation of English Oral Communication Course at Kansai University
|
|
|
|
BASE
|
|
Show details
|
|
42 |
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items ...
|
|
|
|
BASE
|
|
Show details
|
|
43 |
A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition
|
|
|
|
In: Leadership, Technology, and Human Development Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
44 |
Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
|
|
|
|
In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
|
|
BASE
|
|
Show details
|
|
45 |
Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom.
|
|
|
|
BASE
|
|
Show details
|
|
46 |
Exploring identity through word choice: Using multicultural literature to create connections (Kindergarten).
|
|
|
|
In: USF St. Petersburg campus Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
47 |
Developmental dyslexia in adults: behavioural manifestations and cognitive correlates.
|
|
|
|
In: Dyslexia , 20 (3) 191 - 207. (2014) (2014)
|
|
BASE
|
|
Show details
|
|
48 |
Às voltas com as palavras: desenvolvimento da consciência linguística no 1º ano de escolaridade ; Grappling with the words: Development of linguistic awareness in 1st grade
|
|
|
|
BASE
|
|
Show details
|
|
49 |
The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts
|
|
|
|
BASE
|
|
Show details
|
|
50 |
Semantic interference on a phonological task in illiterate subjects
|
|
|
|
Abstract:
Scandinavian Journal of Psychology, 2007, 48, 69–74 DOI:10.1111/j.1467-9450.2006.00544.x © 2007 The Authors. Journal compilation © 2007 The Scandinavian Psychological Associations. Published by Blackwell Publishing L td., 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. ISSN 0036-5564. Blackwell Publishing Ltd Health and Disability Semantic interference on a phonological task in illiterate subjects ALEXANDRA REIS, 1,2,3 L UÍS FAÍSCA, 2,3 SUSANA MENDONÇA, 2 MARTIN INGVAR 1 and KARL MAGNUS PETERSSON 1,3,4 1 Cognitive Neurophysiology Research Group, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden 2 Cognitive Neuroscience Research Group, Departamento de Psicologia, Faculdade de Ciências Humanas e Sociais, Universidade do Alg arve, Faro, Por tugal 3 Center for Intelligent Systems, Universidade do Algarve, Faro, Portugal 4 F. C. Donders Centre for Cognitive Neuroimaging, Radboud University Nijmegen, The Netherlands R eis, A., Faísca, L., Mendonça, S., Ingvar, M. & Petersson, K. M. (2007). Semantic interference on a phonological task in illit erate subjects. Scandinavian Journal of Psychology , 48 , 69–74. Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language syste m. In this study, we e xamined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate a nd illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relat ionship between r eferent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what e xtent subjects f ocused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global p honological aw areness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subj ects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incong ruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that pe rformance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiter a te participant s are able to perceive and process phonological length, albeit less well than the literate subjects, when no semantic interference is present . In conclusion, the present results confirm and extend the finding that illiterate subjects are biased towards semantic-conceptual-pragmatic type s of cognitive processing
|
|
Keyword:
language; Literacy; phonological word awareness; semantic interference
|
|
URL: http://hdl.handle.net/10400.1/4885 https://doi.org/10.1111/j.1467-9450.2006.00544.x
|
|
BASE
|
|
Hide details
|
|
51 |
Integrating local languages and cultures into the education system of French Guiana: A discussion of current programs and initiatives
|
|
|
|
BASE
|
|
Show details
|
|
52 |
The relative contribution of input modification, learner awareness, and individual differences to second language construction learning
|
|
|
|
BASE
|
|
Show details
|
|
53 |
Концептосфера понятия «химия» в языковом сознании студентов-химиков ; Sphere of the concept “chemistry” in linguistic consciousness of chemistry students
|
|
|
|
BASE
|
|
Show details
|
|
54 |
Ações de promoção da pluralidade linguística em contextos escolares
|
|
|
|
BASE
|
|
Show details
|
|
55 |
Phonologische Bewusstheit türkischsprachiger Migrantenkinder im Vergleich zu Kindern mit deutscher Muttersprache
|
|
|
|
BASE
|
|
Show details
|
|
56 |
The place of language and intercultural abilities : the experience of global business professionals
|
|
|
|
BASE
|
|
Show details
|
|
57 |
Journey to the syllables’ world : intervention in phonological awareness
|
|
|
|
BASE
|
|
Show details
|
|
58 |
The Effect of Morphological Strategies Training for English Language Learners
|
|
|
|
In: Research and Evaluation in Literacy and Technology (2014)
|
|
BASE
|
|
Show details
|
|
59 |
Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia
|
|
|
|
In: Special Education and Communication Disorders Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
60 |
How EFL students can use Google to correct their “untreatable” written errors
|
|
|
|
BASE
|
|
Show details
|
|
|
|