3 |
ТРУДНОСТИ ИЗУЧЕНИИ РУССКИХ ГЛАГОЛОВ ДВИЖЕНИЯ НОСИТЕЛЯМИ КИТАЙСКОГО ЯЗЫКА ... : DIFFICULTIES OF LEARNING RUSSIAN VERBS OF MOTION BY THE SPEAKERS OF THE CHINESE LANGUAGE ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
ТРУДНОСТИ ИЗУЧЕНИЯ РУССКИХ ПРИЛАГАТЕЛЬНЫХ СО ЗНАЧЕНИЕМ «ЧЕРТЫ ХАРАКТЕРА» ИНОФОНАМИ ... : DIFFICULTIES OF LEARNING RUSSIAN APPENDICES WITH THE VALUE OF «CHARACTER FEATURES» BY INOPHONES ...
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Cognitively Driven Arabic Text Readability Assessment Using Eye-Tracking
|
|
|
|
In: Applied Sciences ; Volume 11 ; Issue 18 (2021)
|
|
BASE
|
|
Show details
|
|
6 |
Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
|
|
|
|
Abstract:
Difficulty can signal low odds (impossibility) and high value (importance). For Americans, the former seems easier to grasp. We build on culture-as-situated cognition theory’s description of culture-based fluency and disfluency to predict that the culturally fluent meaning of ability in American culture is success-with-ease, not effort. The implication is that Americans understand difficulty as low odds of ability. Indeed, Americans (Studies 1, 3-8; N=4,141, and the corpus of English language, Study 2) associate difficulty with impossibility more than importance. But this tendency is not universal. The concepts of karma in Indian culture and of “eating bitter” in Chinese culture imply that difficulty equally signals low odds and value. Indeed, people from India and China (Studies 9-11, N=762) are equally likely to understand difficulty as being about both importance and impossibility, implying that they should be better equipped to learn given that learning requires gaining competence and proficiency through ...
|
|
Keyword:
cultural fluency and disfluency; interpretation of experienced difficulty; learning strategies and motivation; motivation
|
|
URL: https://www.openicpsr.org/openicpsr/project/143881/view https://dx.doi.org/10.3886/e143881
|
|
BASE
|
|
Hide details
|
|
8 |
Learning New Words from TED Talks: Strategic use of L1 subtitles and L2 captions
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2021)
|
|
BASE
|
|
Show details
|
|
9 |
A race to remember: the effect of prospective memory task difficulty in incidental learning ; Uma corrida a lembrar: o efeito da dificuldade da tarefa de memória prospetiva na aprendizagem incidental
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
|
|
|
|
In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020)
|
|
BASE
|
|
Show details
|
|
11 |
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities ...
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Excerpt from Chapter 23 of Ares Le Mandat(3rd ed.) - The Mars influence as a factor that predicts dyslexia and aspergers in children ...
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Excerpt from Chapter 23 of Ares Le Mandat(3rd ed.) - The Mars influence as a factor that predicts dyslexia and aspergers in children ...
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Early reading correlates in language impairment (Newbury et al., 2020)
|
|
|
|
BASE
|
|
Show details
|
|
15 |
文章與影片相互關係對大學英文閱讀課程之影響 ; The Impact of Text-Video Relationship on College English Reading Invention Program
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
|
|
|
|
In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
|
|
BASE
|
|
Show details
|
|
18 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ...
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Propuesta de intervención para alumnado con dificultad de aprendizaje derivada de trastorno por déficit de atención con o sin hiperactividad
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|