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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Natural Language Dialogue Architectures for Tactical Questioning Characters Traum, David; Leuski, Anton; Roque, Antonio... In: DTIC (2008) BASE Show details 2 Issues in Corpus Development for Multi-Party Multi-Modal Task-Oriented Dialogue Robinson, Susan; Martinovski, Bilyana; Garg, Saurabh... In: DTIC (2006) BASE Show details 3 Evaluation of Transcription and Annotation Tools for a Multi-Modal, Multi-Party Dialogue Corpus Garg, Saurabh; Martinovski, Bilyana; Robinson, Susan... In: DTIC (2004) BASE Show details 4 Proceedings of the ninth Student Conference in Linguistics (SCIL 9) Veselinova, Ljuba (Hrsg.); Robinson, Susan (Hrsg.); Antieau, Lamont (Hrsg.) In: Massachusetts Institute of Technology. MIT working papers in linguistics. - Cambridge, Mass. : Dept. (2000) 36, 1-301 BLLDB Show details 5 Modality-specific phonological alexia Friedman, Rhonda B.; Beeman, Mark; Lott, Susan N.... In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 10 (1993) 6, 549-568 BLLDB Show details 6 Dissociation of mechanisms of reading in Alzheimer's disease Friedman, Rhonda B.; Ferguson, Sarah; Robinson, Susan... In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 43 (1992) 3, 400-413 BLLDB Show details 7 Sound-symbol matching and blending ability among preschoolers as a function of distinctive feature training and language ability Robinson, Susan Smith In: Retrospective Theses and Dissertations (1987) Abstract: Teaching preschoolers to note the distinctive features of letters has been proposed as an effective prereading activity. The current study investigated whether this method of visual discrimination training facilitates learning two reading-related tasks, mapping sounds to artificial symbols and blending sounds together, among four- and five-year-olds. The relationship between language ability and performance on these tasks was also examined;Previous findings with respect to distinctive feature training were replicated in that the successive mode of presentation of stimuli was more difficult than the simultaneous mode, and children's ability to discriminate was retained over several days. However, no significant difference was found between the trained and untrained groups on the reading-related tasks. It was suggested that although a subset of preschoolers might benefit from such training, most preschoolers may learn to distinguish among highly similar letters while simultaneously learning to match sounds to symbols;Subjects' language ability was unrelated to the ease with which distinctive feature training was mastered. However, the less sophisticated language group unexpectedly learned to match sounds to symbols in a significantly fewer number of trials than the more sophisticated language group. When the groups were compared on blending the more successful (although not to a statistically significant degree) than their less advanced counterparts. It was suggested that a rich linguistic background may have created interference on the matching-sounds-to-symbols task for subjects who were more advanced in language ability. Keyword: Curriculum and Instruction; Curriculum and instructional technology; Education (Curriculum and instructional technology); Professional studies in education URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=12723&context=rtd https://lib.dr.iastate.edu/rtd/11724 BASE Hide details

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