| 2 |
Completing WordNets with Sememe Knowledge
|
|
|
|
In: Electronics; Volume 11; Issue 1; Pages: 79 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
|
|
|
|
In: Front Psychol (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
BioSeq-BLM: a platform for analyzing DNA, RNA and protein sequences based on biological language models
|
|
|
|
In: Nucleic Acids Res (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Intra-Rater and Inter-Rater Reliability of Tongue Coating Diagnosis in Traditional Chinese Medicine Using Smartphones: Quasi-Delphi Study
|
|
|
|
In: JMIR Mhealth Uhealth (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
How Semantic Radicals in Chinese characters Facilitate Hierarchical Category-Based Induction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Improve nursing in evidence-based practice: How Chinese nurses' read and comprehend scientific literature
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Use of 3D faces facilitates facial expression recognition in children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Additional file 1: of Factors associated with needle sharing among people who inject drugs in Yunnan, China: a combined network and regression analysis ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Additional file 1: of Factors associated with needle sharing among people who inject drugs in Yunnan, China: a combined network and regression analysis ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study
|
|
Song, Shuang; Su, Mengmeng; Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; Mcbride‐chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua. - : Wiley Periodicals, Inc., 2015. : Guilford Press, 2015
|
|
Abstract:
In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept‐slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. “In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.” ; Peer Reviewed ; http://deepblue.lib.umich.edu/bitstream/2027.42/109871/1/desc12190.pdf
|
|
Keyword:
Health Sciences; Pediatrics
|
|
URL: https://hdl.handle.net/2027.42/109871
https://doi.org/10.1111/desc.12190
|
|
BASE
|
|
Hide details
|
|
|
| 17 |
Emotional Noun Processing: An ERP Study with Rapid Serial Visual Presentation
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
