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Abstract concepts come into a great variety ranging from numbers to emotions, from social entities to mental states, and refer to heterogeneous experiences (e.g., Ghio et al., 2013, Dreyer & Pulvermuller 2018, Desai et al., 2018, Villani et al., 2019). According to Multiple Representation Views, and in particular according to the Words As social Tools (WAT) theory (Borghi et al. 2018, 2019), linguistic and social experiences are crucial for abstract concepts acquisition and representation: abstract concepts are typically acquired through language (Wauters, et al., 2003) and thanks to the support of others (i.e., social metacognition, Borghi et al., 2019). Given their highly complexity, abstract concepts are also more variable than concrete concepts within and between individuals. Recent literature has indeed underlined the necessity to study abstract concepts and words in real-context situations rather than through isolated settings (Barsalou et al., 2018). The present work focuses on institutional concepts, like norms and duty. It is conceived as an ideal follow up of a recent study on institutional concepts (Villani et al. under review), in which we collected rating on sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools) provided by people with different expertise. The study showed the peculiarity of institutional concepts, and shed light on the fine-grained differences between “meta-institutional” concepts (e.g., justice) characterized as socially constructed terms, and “pure-institutional” concepts (e.g., parliament) perceived as more similar to technical tools. Importantly, it also suggested that institutional concept representation varies as a function of individual life experience (e.g., expertise in the law field). This study intends to test the WAT proposal investigating whether the exposure to linguistic and social situations influence the processing of specific sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools), and whether individual differences emerge. To this aim, we decided to use a priming task with a go-nogo paradigm. The study will be performed online. Participants experts and non-experts in the law field (Law-groups vs. Control-group, respectively) will be presented with a list of target-words preceded by a picture-prime, that are social-action (e.g., dance together), linguistic-social (e.g., chatting with a friend), linguistic-textual (e.g., reading a book) and control (a landscape), and were required to press a button only if the words do not denote a planet or atmospheric and astronomical phenomena. The characteristics and criteria selection of prime and target stimuli are detailed below. Materials Selection and Analysis Prime stimuli. A total of 60 pictures were selected from Google Images. Of these, 10 depicted two people performing a joint action, such as dancing or carrying a sofa (social-action prime); 10 represented two people talking (linguistic-social prime), 10 showed a person reading a book (linguistic-textual prime), 10 were landscape (control), 10 depicted a person interacting with a tool and 10 a person interacting with a food (included as filler). The selected pictures were balanced for brightness, size, gender, and age of characters. In order to create a set of prime stimuli more representative for each prime condition, we asked 73 participants, who will not participate at the pre-registered study, to rate each picture using a 7-point Likert scale for three different scales: social scale (“how much the image evokes a situation of social interaction”); linguistic scale (“how much the image evokes a situation of linguistic interaction”) and physical scale (“how much the image evokes a situation of physical interaction”). For each scale, a multidimensional scaling analysis was conducted to evaluate the distances between the pictures across all scales. For each prime, two pictures that minimize the distance (highly similarity) on the critical scale and maximizing the distance (highly dissimilarity) in the other scales were selected, according to the following criteria: - Social-action prime: highly similarity in social scale and highly dissimilarity in physical and linguistic scales. - Linguistic-social prime: highly similarity in linguistic scale and highly dissimilarity in physical scale, but with a minimum distance in social scale. - Linguistic-textual prime: highly similarity in linguistic scale and highly dissimilarity in physical and social scale. - Control: two pictures that obtained low scores in social, linguistic, and physical scale. Target stimuli. Target stimuli consist of 80 words: Half of them will be nogo-trials and the other half go-trials. The nogo-trials include 40 words that denote planets, atmospheric and astronomical phenomena (e.g., Jupiter, snow, eclipse). The go-trials were composed by four sub-groups of abstract and concrete concepts. Abstract concepts include 10 institutional (e.g., marriage, contract) and 10 theoretical concepts (e.g., energy, multiplication) already used in the previous norming study (Villani et al., under review). Concrete concepts include 10 food (e.g., bread, carrot) and 10 tool concepts (e.g., lamp, knife) selected from Barca et al., (2002) database. The selected go-trials were balanced across the main psycholinguistic variables that are word length, number of syllables, absolute frequency and level of concreteness. Specifically, a one-way ANOVA showed that the four-categories did not differ in word length (F(3) = 2.058; MSE = 9.358; p = .123), numbers of syllable (F(3) = 1.431; MSE = 0.867; p = .250) and absolute frequency on books (F(3) = 1.495; MSE = 569.767; p = .232), as determined by Colfis, a lexical database of written Italian (Bertinetto et al., 2005). Importantly, the sub-categories differ in the level of concreteness (F(3) = 26.080; MSE = 139520.892; p <.001). Post hoc analysis showed that the Institutional and Theoretical concepts differ significantly from Food and Tools concepts (p <.001), while no difference was found between the abstract concepts of Institutional and Theoretical (p = 1) and between the concrete concepts of Food and Tool (p = .871).

Abstract concepts come into a great variety ranging from numbers to emotions, from social entities to mental states, and refer to heterogeneous experiences (e.g., Ghio et al., 2013, Dreyer & Pulvermuller 2018, Desai et al., 2018, Villani et al., 2019). According to Multiple Representation Views, and in particular according to the Words As social Tools (WAT) theory (Borghi et al. 2018, 2019), linguistic and social experiences are crucial for abstract concepts acquisition and representation: abstract concepts are typically acquired through language (Wauters, et al., 2003) and thanks to the support of others (i.e., social metacognition, Borghi et al., 2019). Given their highly complexity, abstract concepts are also more variable than concrete concepts within and between individuals. Recent literature has indeed underlined the necessity to study abstract concepts and words in real-context situations rather than through isolated settings (Barsalou et al., 2018). The present work focuses on institutional concepts, like norms and duty. It is conceived as an ideal follow up of a recent study on institutional concepts (Villani et al. under review), in which we collected rating on sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools) provided by people with different expertise. The study showed the peculiarity of institutional concepts, and shed light on the fine-grained differences between “meta-institutional” concepts (e.g., justice) characterized as socially constructed terms, and “pure-institutional” concepts (e.g., parliament) perceived as more similar to technical tools. Importantly, it also suggested that institutional concept representation varies as a function of individual life experience (e.g., expertise in the law field). This study intends to test the WAT proposal investigating whether the exposure to linguistic and social situations influence the processing of specific sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools), and whether individual differences emerge. To this aim, we decided to use a priming task with a go-nogo paradigm. The study will be performed online. Participants experts and non-experts in the law field (Law-groups vs. Control-group, respectively) will be presented with a list of target-words preceded by a picture-prime, that are social-action (e.g., dance together), linguistic-social (e.g., chatting with a friend), linguistic-textual (e.g., reading a book) and control (a landscape), and were required to press a button only if the words do not denote a planet or atmospheric and astronomical phenomena. The characteristics and criteria selection of prime and target stimuli are detailed below. Materials Selection and Analysis Prime stimuli. A total of 60 pictures were selected from Google Images. Of these, 10 depicted two people performing a joint action, such as dancing or carrying a sofa (social-action prime); 10 represented two people talking (linguistic-social prime), 10 showed a person reading a book (linguistic-textual prime), 10 were landscape (control), 10 depicted a person interacting with a tool and 10 a person interacting with a food (included as filler). The selected pictures were balanced for brightness, size, gender, and age of characters. In order to create a set of prime stimuli more representative for each prime condition, we asked 73 participants, who will not participate at the pre-registered study, to rate each picture using a 7-point Likert scale for three different scales: social scale (“how much the image evokes a situation of social interaction”); linguistic scale (“how much the image evokes a situation of linguistic interaction”) and physical scale (“how much the image evokes a situation of physical interaction”). For each scale, a multidimensional scaling analysis was conducted to evaluate the distances between the pictures across all scales. For each prime, two pictures that minimize the distance (highly similarity) on the critical scale and maximizing the distance (highly dissimilarity) in the other scales were selected, according to the following criteria: - Social-action prime: highly similarity in social scale and highly dissimilarity in physical and linguistic scales. - Linguistic-social prime: highly similarity in linguistic scale and highly dissimilarity in physical scale, but with a minimum distance in social scale. - Linguistic-textual prime: highly similarity in linguistic scale and highly dissimilarity in physical and social scale. - Control: two pictures that obtained low scores in social, linguistic, and physical scale. Target stimuli. Target stimuli consist of 80 words: Half of them will be nogo-trials and the other half go-trials. The nogo-trials include 40 words that denote planets, atmospheric and astronomical phenomena (e.g., Jupiter, snow, eclipse). The go-trials were composed by four sub-groups of abstract and concrete concepts. Abstract concepts include 10 institutional (e.g., marriage, contract) and 10 theoretical concepts (e.g., energy, multiplication) already used in the previous norming study (Villani et al., under review). Concrete concepts include 10 food (e.g., bread, carrot) and 10 tool concepts (e.g., lamp, knife) selected from Barca et al., (2002) database. The selected go-trials were balanced across the main psycholinguistic variables that are word length, number of syllables, absolute frequency and level of concreteness. Specifically, a one-way ANOVA showed that the four-categories did not differ in word length (F(3) = 2.058; MSE = 9.358; p = .123), numbers of syllable (F(3) = 1.431; MSE = 0.867; p = .250) and absolute frequency on books (F(3) = 1.495; MSE = 569.767; p = .232), as determined by Colfis, a lexical database of written Italian (Bertinetto et al., 2005). Importantly, the sub-categories differ in the level of concreteness (F(3) = 26.080; MSE = 139520.892; p <.001). Post hoc analysis showed that the Institutional and Theoretical concepts differ significantly from Food and Tools concepts (p <.001), while no difference was found between the abstract concepts of Institutional and Theoretical (p = 1) and between the concrete concepts of Food and Tool (p = .871).

Abstract concepts come into a great variety ranging from numbers to emotions, from social entities to mental states, and refer to heterogeneous experiences (e.g., Ghio et al., 2013, Dreyer & Pulvermuller 2018, Desai et al., 2018, Villani et al., 2019). According to Multiple Representation Views, and in particular according to the Words As social Tools (WAT) theory (Borghi et al. 2018, 2019), linguistic and social experiences are crucial for abstract concepts acquisition and representation: abstract concepts are typically acquired through language (Wauters, et al., 2003) and thanks to the support of others (i.e., social metacognition, Borghi et al., 2019). Given their highly complexity, abstract concepts are also more variable than concrete concepts within and between individuals. Recent literature has indeed underlined the necessity to study abstract concepts and words in real-context situations rather than through isolated settings (Barsalou et al., 2018). The present work focuses on institutional concepts, like norms and duty. It is conceived as an ideal follow up of a recent study on institutional concepts (Villani et al. under review), in which we collected rating on sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools) provided by people with different expertise. The study showed the peculiarity of institutional concepts, and shed light on the fine-grained differences between “meta-institutional” concepts (e.g., justice) characterized as socially constructed terms, and “pure-institutional” concepts (e.g., parliament) perceived as more similar to technical tools. Importantly, it also suggested that institutional concept representation varies as a function of individual life experience (e.g., expertise in the law field). This study intends to test the WAT proposal investigating whether the exposure to linguistic and social situations influence the processing of specific sub-categories of abstract concepts (i.e., institutional and theoretical) and concrete concepts (i.e., food and tools), and whether individual differences emerge. To this aim, we decided to use a priming task with a go-nogo paradigm. The study will be performed online. Participants experts and non-experts in the law field (Law-groups vs. Control-group, respectively) will be presented with a list of target-words preceded by a picture-prime, that are social-action (e.g., dance together), linguistic-social (e.g., chatting with a friend), linguistic-textual (e.g., reading a book) and control (a landscape), and were required to press a button only if the words do not denote a planet or atmospheric and astronomical phenomena. The characteristics and criteria selection of prime and target stimuli are detailed below. Materials Selection and Analysis Prime stimuli. A total of 60 pictures were selected from Google Images. Of these, 10 depicted two people performing a joint action, such as dancing or carrying a sofa (social-action prime); 10 represented two people talking (linguistic-social prime), 10 showed a person reading a book (linguistic-textual prime), 10 were landscape (control), 10 depicted a person interacting with a tool and 10 a person interacting with a food (included as filler). The selected pictures were balanced for brightness, size, gender, and age of characters. In order to create a set of prime stimuli more representative for each prime condition, we asked 73 participants, who will not participate at the pre-registered study, to rate each picture using a 7-point Likert scale for three different scales: social scale (“how much the image evokes a situation of social interaction”); linguistic scale (“how much the image evokes a situation of linguistic interaction”) and physical scale (“how much the image evokes a situation of physical interaction”). For each scale, a multidimensional scaling analysis was conducted to evaluate the distances between the pictures across all scales. For each prime, two pictures that minimize the distance (highly similarity) on the critical scale and maximizing the distance (highly dissimilarity) in the other scales were selected, according to the following criteria: - Social-action prime: highly similarity in social scale and highly dissimilarity in physical and linguistic scales. - Linguistic-social prime: highly similarity in linguistic scale and highly dissimilarity in physical scale, but with a minimum distance in social scale. - Linguistic-textual prime: highly similarity in linguistic scale and highly dissimilarity in physical and social scale. - Control: two pictures that obtained low scores in social, linguistic, and physical scale. Target stimuli. Target stimuli consist of 80 words: Half of them will be nogo-trials and the other half go-trials. The nogo-trials include 40 words that denote planets, atmospheric and astronomical phenomena (e.g., Jupiter, snow, eclipse). The go-trials were composed by four sub-groups of abstract and concrete concepts. Abstract concepts include 10 institutional (e.g., marriage, contract) and 10 theoretical concepts (e.g., energy, multiplication) already used in the previous norming study (Villani et al., under review). Concrete concepts include 10 food (e.g., bread, carrot) and 10 tool concepts (e.g., lamp, knife) selected from Barca et al., (2002) database. The selected go-trials were balanced across the main psycholinguistic variables that are word length, number of syllables, absolute frequency and level of concreteness. Specifically, a one-way ANOVA showed that the four-categories did not differ in word length (F(3) = 2.058; MSE = 9.358; p = .123), numbers of syllable (F(3) = 1.431; MSE = 0.867; p = .250) and absolute frequency on books (F(3) = 1.495; MSE = 569.767; p = .232), as determined by Colfis, a lexical database of written Italian (Bertinetto et al., 2005). Importantly, the sub-categories differ in the level of concreteness (F(3) = 26.080; MSE = 139520.892; p <.001). Post hoc analysis showed that the Institutional and Theoretical concepts differ significantly from Food and Tools concepts (p <.001), while no difference was found between the abstract concepts of Institutional and Theoretical (p = 1) and between the concrete concepts of Food and Tool (p = .871).

Language And Linguistics: The Key Concepts details about the key concepts in the field of linguistics. It's a great way forward for the students of Linguistics.

Language And Linguistics: The Key Concepts details about the key concepts in the field of linguistics. It's a great way forward for the students of Linguistics.

Language And Linguistics: The Key Concepts details about the key concepts in the field of linguistics. It's a great way forward for the students of Linguistics.

Textbooks currently available for foreign language instruction are generally oriented toward instruction in grammar for its own sake. Until materials are developed that are specifically geared to a systematic development of communicative competence, textbooks must be adapted. This handbook is directed toward that need. It emphasizes the following points: (1) the central features of communicative proficiency and the process of communicative interaction as these relate to the specification of learning outcomes for foreign language courses; (2) the feasibility of designing academic foreign language courses to parallel this process through the application of concepts of communicative and functional-notional syllabus design; (3) a systematic approach for adapting textbooks; and (4) illustration of the application to guide teachers in their own materials adaptation. The systematic approach to textbook-adaptation provides a step-by-step analysis of the process and includes tables linking points of grammar, meanings, and ordering for functional practice; tables on the common purposes of language use related to language skills; and a hierarchy of communicative activities. The process is illustrated by numerous examples of purposeful language activities that may be derived by attaching meanings and functions to points of grammar in basic text series. A list of references completes the volume. (AMH)

A study investigated a model that takes into account the influence of conceptual, cultural, and linguistic variables in formation of verbal and nonverbal concepts in bilingual children. This triple-interaction model states that concepts are represented in three ways: (1) nonverbally as abstract categories; (2) symbolically by means of sociocultural conventions; and (3) linguistically by structures and markers. Subjects, 30 Spanish/English bilingual children aged 6-7 years who were attending kindergarten and first grade classrooms in central Texas, performed five verbal and nonverbal classification tasks to measure the three ways of representing concepts. Three verbal classification tasks included labeling, defining, and verbal justification for sorting. Two nonverbal tasks were sorting and category clues. The tasks were administered in both English and Spanish. Each task was scored twice to give credit for both general categorization criteria and gender classification or assignment. It was hypothesized that in a bilingual child the abstract categories constituting nonverbal representations were common to both languages or unique to each, depending on the commonness or uniqueness of the representations of symbolic meanings of linguistic conventions made by the sociocultural community. Results indicate the children constructed one representational system common to English and Spanish and another, unique to Spanish, for certain object categories. Nonverbal classification was performed better than verbal classification in both languages. (MSE)

174 p. : 21 cm

[160] pages : 21 cm

[160] pages : 21 cm

The Qur’an does not only regards trade as mundane activity but also promises rewards similar to prayers and worships. From this point of view, we can state that the Qur’an uses a language of trade (win-loss) about after death subjects. Everyone’s good or bad acts are written in their own account book. To be faithful is most profitable capital, to accept the aim of the prophet is the largest after death investment, to sell goods and lives to Allah is like a covenant with the Lord. After death scales is similar to shopping scale in world, the doomsday is similar to the account to be paid for the purchase, deed book is similar to account book, account that cannot be paid are similar to bankrupt and the Qur’an uses a language of trade in all. In this context, the Qur’an uses words bay’ and ishtirā as trade, shopping. Ajr/ saman means a gain on a finished purchase; ribh means profit; dayn means unpaid debt after shopping; khasar and khusrān means loss of trade; rahn means to guarantee the purchase of the goods, the debt held in return; hasāb means amount to be paid after trade; ribā means excess/interest which is not available for any purchase.

This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is a handbook designed to supplement the Language Arts Bilingual-Bicultural Guides for grades K-3. All of the puppet models have been designed to be representative of the Puerto Rican culture and will help to develop positive self-image for Spanish-speaking children. The activities in which these puppets can be used will help in the teaching of speaking, listening, reading and writing skills. Section 1 reviews basic puppet model construction; Section 2 coordinates puppets with specific skills and activities found on specific pages of the Language Arts curricula. This guide is illustrated with black-and-white drawings. (CFM)

This paper examines whole language and mathematical concepts implemented to incorporate reading, writing and oral-language concepts into mathematical lessons in early childhood education. After discussing the theoretical background and anecdotal observations of the use of whole language to improve math skills, the paper describes a mini study in which whole language was used in kindergarten math lessons. One class used whole-language concepts while the other class did not. Observations showed that when literature was integrated into math lessons, the children became more active learners and the teacher did not need to constantly refocus and motivate them. By being allowed to discuss and relate the concepts to their own lives, the children were able to grasp and retain new information and incorporate it into existing schemas. The experimental group was far happier and gained more language and math vocabulary than the control group. Contains 14 references. (JPB)

Emphasizing the behavioral and social aspects of language as a foundation for instruction, 16 concepts for learning the structure of English in grades 7-9 are outlined in an attempt to set down in logical order the basic concepts involved in the understanding of the English language. The concepts begin with a recognition of the social purposes of language (e.g., Teachers recognize the assumption that language is human behavior.) and continue through recognition of the system that is called the English language and the description of that system, which is grammar (e.g., Students learn to analyze and create sentences of varied style and dense texture resulting from transformations and other stylistic treatments of grammatical structure.). Because the learning of the parts of the system develops the need to perform language operations, behavioral objectives are coordinated with each learning concept. (Author/LH)

ix,94p. : 22cm

Behavioral research on the vertical spatial metaphor mechanism of second language emotional concepts and the learning mechanism of emotional concepts based on embodied cognitive theory.

Understanding texts requires memory: the reader has to keep in mind enough words to create meaning. This calls for a relation between the memory of the reader and the structure of the text. To investigate this interaction, we first identify a connectivity matrix defined by co-occurrence of words in the text. A vector space of words characterizing the text is spanned by the principal directions of this matrix. It is useful to think of these weighted combinations of words as representing ``concepts''. As the reader follows the text, the set of words in her window of attention follows a dynamical motion among these concepts. We observe long range power law correlations in this trajectory. By explicitly constructing surrogate hierarchical texts, we demonstrate that the power law originates from structural organization of texts into subunits such as chapters and paragraphs.

http://uf.catalog.fcla.edu/uf.jsp?st=UF029237483&ix=pm&I=0&V=D&pm=1

221 p. 24 cm

221 p. 24 cm

The Information System Design and Optimization System (ISDOS), under development at the University of Michigan, offers automated assistance for the design of information processing systems (IPS). The Problem Statement Language (PSL) and Problem Statement Analyzer (PSA) are the components of ISDOS which are used for IPS requirements definition and analysis. This report describes the ISDOS project in general and the concepts, capabilities, and use of PSL/PSA. The report also describes future PSL/PSA development plans and makes recommendations for a detailed study to determine PSL/PSA's functional value.

The Information System Design and Optimization System (ISDOS), under development at the University of Michigan, offers automated assistance for the design of information processing systems (IPS). The Problem Statement Language (PSL) and Problem Statement Analyzer (PSA) are the components of ISDOS which are used for IPS requirements definition and analysis. This report describes the ISDOS project in general and the concepts, capabilities, and use of PSL/PSA. The report also describes future PSL/PSA development plans and makes recommendations for a detailed study to determine PSL/PSA's functional value.

xxi, 322 pages ; 23 cm

Responses to over 100 of the most frequently-asked questions about the education of language-minority students are presented for Maine school personnel. The book has 12 sections. The first lists and defines common acronyms, and the second addresses various aspects of student evaluation, including: identification of limited-English-proficient (LEP) students, definitions of testing terms, standardized tests, psychological and intelligence tests, English language proficiency tests, appropriateness of comparisons among students, test result interpretation, multiple-criteria testing, and general questions. Section 3 looks at federal and state legal issues in program design and implementation. Topics of sections 4-12 include personnel, parent and community roles, English-as-a-Second-Language programs, student needs and special requirements, equal educational access considerations, sources of information and support, funding, and common terminology. Maine state guidelines and legal obligations concerning appropriate educational practices for LEP students are appended. (MSE)

The LADDER natural language query system was evaluated in the Advanced Command and Control Architectural Testbed (ACCAT) facility at NOSC San Diego. The operational utility of LADDER with respect to command and control applications was assessed in an experiment using Navy officers as subjects. A second effort, the subject of this report, considered the technological capabilities demonstrated by LADDER and provided insights into advanced concepts contributing to the enhancement of query systems in general. (Author)

The LADDER natural language query system was evaluated in the Advanced Command and Control Architectural Testbed (ACCAT) facility at NOSC San Diego. The operational utility of LADDER with respect to command and control applications was assessed in an experiment using Navy officers as subjects. A second effort, the subject of this report, considered the technological capabilities demonstrated by LADDER and provided insights into advanced concepts contributing to the enhancement of query systems in general. (Author)

This article is from Frontiers in Psychology , volume 5 . Abstract Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children's embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition.

The currently developed user language interfaces of information systems are generally intended for serious users. These interfaces commonly ignore potentially the largest user group, i.e., casual users. This project discusses the concepts and implementations of a natural query language system which satisfy the nature and information needs of casual users by allowing them to communicate with the system in the form of their native (natural) language. In addition, a framework for the development of such an interface is also introduced for the MADAM (Multics Approach to Data Access and Management) system at the University of Southwestern Louisiana.

In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing pedagogical skills, a sense of self as teacher, and positive dispositions towards different groups of children (NCATE, 2008). With the changing demographics of the U.S. population, many state certification agencies require candidates to work with children from culturally diverse populations. Such formative opportunities are designed to broaden candidates' socio-cultural understanding and shape their ability to address the needs of diverse learners. Lucas and Grinberg (2008) note that research conducted on teacher preparation for diversity often treats ethnic, cultural, and linguistic diversity "as one largely undifferentiated set of factors" (p. 606). These authors propose an examination of the specific types of knowledge, attitudes, and skills necessary for teaching children who are bilingual and English learners (ELs). This study examines the growth of preservice teacher candidates' beliefs, attitudes, and knowledge about school-age ELs in the context of an early field experience. (Contains 1 table, 1 figure and 1 note.)

In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing pedagogical skills, a sense of self as teacher, and positive dispositions towards different groups of children (NCATE, 2008). With the changing demographics of the U.S. population, many state certification agencies require candidates to work with children from culturally diverse populations. Such formative opportunities are designed to broaden candidates' socio-cultural understanding and shape their ability to address the needs of diverse learners. Lucas and Grinberg (2008) note that research conducted on teacher preparation for diversity often treats ethnic, cultural, and linguistic diversity "as one largely undifferentiated set of factors" (p. 606). These authors propose an examination of the specific types of knowledge, attitudes, and skills necessary for teaching children who are bilingual and English learners (ELs). This study examines the growth of preservice teacher candidates' beliefs, attitudes, and knowledge about school-age ELs in the context of an early field experience. (Contains 1 table, 1 figure and 1 note.)

The procedures used to develop a list of concepts taught in fourth-grade language arts are described. Thirty concepts from the list were randomly sampled and then analyzed. Analysis consisted of listing examples and non-examples, relevant and irrelevant attributes, subordinates and supraordinates, and a definition and principle for each concept. Based upon these analyses, items were written to test the attainment of each of the 30 concepts at twelve different levels. The items represent the application of a test-item model that prescribes the levels at which a concept can be tested. Analyses of the 30 selected concepts and illustrative examples of test items are presented in this paper. Two appendices are included, the first concerning logical analyses of language arts concepts regarding words, and the second concerning logical analyses of language arts concepts regarding word in sentences. (Author/DI)

Response to Intervention (RTI) is a popular multi-tier approach used in education in the United States to identify and support students with specific learning needs in general education. English Language Learners (ELLs), students for whom English is not the "native" language, pose an important challenge for optimally effective practice of RTI. Ineffective practice of RTI regarding ELLs can result in misdiagnosing language and cultural issues as learning issues and, thus, using inappropriate interventions, or, worse yet, unnecessarily or inappropriately referring ESL students to special education. The author argues that using the concepts of Culturally Responsive Teaching and Critical Multicultural Education throughout the RTI process can help decrease the possibility of misdiagnosing and implementing inappropriate interventions for ELLs and instead achieve optimal practice of RTI for these students. In short, the purpose of this article is to show how two concepts can help guide effective RTI practice for ELLs and identify some effective practices.

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students' language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools can be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students' language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

http://uf.catalog.fcla.edu/uf.jsp?st=UF021867867&ix=pm&I=0&V=D&pm=1

http://uf.catalog.fcla.edu/uf.jsp?st=UF021867867&ix=pm&I=0&V=D&pm=1

http://uf.catalog.fcla.edu/uf.jsp?st=UF021867867&ix=pm&I=0&V=D&pm=1

The Reinstein Reinforcement Schedule, based on a simple program of reinforcement for success and nonreinforcement for failure, was one of the important variables introduced in the University of Texas 1968-69 Head Start Intervention Study. The effect of the schedule was assessed as part of an evaluation of the Buchanan Language Program. Three groups of children were compared: A group of Negro English-speaking children, a group of Mexican-American children whose first language was Spanish (who were tested throughout the language program with the Schedule), and a second Mexican-American group who did not receive the schedule. The groups were compared for mastery of concepts in the language program and on the Metropolitan Reading Readiness Test to test for generalization of learning effects. Results controlled for ethnic group support the hypothesis that improved learning may result from the use of the Schedule. An investigation of possible effects of nonreinforcement, using a specially devised criterion, revealed no effects. Informal observation suggested that the positive effects of the Schedule could well be due to the additional practice the children receiving it obtained. (DR)

Many researchers have suggested that the processing of abstract concepts depends on language with a recent study (Villani et al., 2019) arguing that some abstract concepts, such as those that are negotiated through social interactions, could be more reliant on language than others, such as physical, spatiotemporal, and quantitative concepts. In this study, we aim to test the role of language in the processing of different categories of abstract concepts by having participants solve (verbal) odd-one-out problems while engaging in either verbal or nonverbal secondary interference tasks. We conduct the study online. In the main part of the experiment, we ask participants to alternate between odd-one-out abstract concept trials and 1-back matching verbal or nonverbal interference trials. We also include a control condition with no interference. If our hypotheses are confirmed, this will provide support for the idea that language – both as it occurs internally and between people – plays an important role in the formation and negotiation of abstract concepts as well as the processing of them.

THIS GUIDE DESCRIBES A PROGRAM FOR DEVELOPING THE FACULTIES OF DEAF CHILDREN THROUGH LANGUAGE TRAINING. THIS CURRICULUM ATTEMPTS TO INSURE SEQUENTIAL LEARNING FOR DEAF STUDENTS AS WELL AS TO PROVIDE TEACHERS WITH AN OVERALL PICTURE OF THE DEVELOPMENT OF LANGUAGE. MATERIALS ARE ARRANGED ACCORDING TO EIGHT LEVELS. A LINGUISTIC APPROACH TO THE LEARNING OF LANGUAGE IS OUTLINED IN DETAIL. PRINCIPLES OF LEARNING LANGUAGE ARE STATED CONCISELY AND THE THREEFOLD OBLIGATION THAT THE TEACHER HAS IN USING THE CURRICULUM IS DELINEATED. THE ACHIEVEMENTS IN EXPRESSIVE LANGUAGE AT EACH OF THE LEVELS ARE PRESENTED BY CHARTS WHICH DETAIL ACTIVITIES AND CONCEPTS. A RELATED BIBLIOGRAPHY IS APPENDED. (DF)

The purpose of this investigation was to design and test an information-eliciting question instrument in order to determine whether the structures in the verbal responses of young Mexican-American, bilingual children entering school would reveal the covert mental operations, concepts and oral language skills elicited. The basic objective was to make an in-depth study of such problems as the relationship between language and thought (how the bilingual child uses his thought as content for his language and how he uses his language to structure his thought), language interference (mixing and code-switching), and fluency. The study was therefore limited to 6 Ss (3 kindergartners and 3 first graders, including 3 boys and 3 girls, ages 6-7). The instrument consisted of 112 (56 parallel) questions in both English and Spanish. The results suggest that the instrument: (1) accounts for the language and thought components it elicited; (2) offers a different approach to the study of bilingualism in children entering school; and (3) reveals the match or mismatch between the language and thought processes already acquired by the Ss and those required for academic success with school-related tasks. In addition, the results dispel the view that a young bilingual child's initial ability or inability to experience academic success in school is primarily a language problem. (Author/CFM)

The three documents contained in this report describe an interactive retrieval language implemented for the IBM 360/67 of the Campus Faculty at Stanford University, between October 1969 and May 1970. The three reports are: (1) DIRAC--An Interactive Retrieval Language with Computational Interface, (2) DIRAC--An Overview of an Interactive Retrieval Language, and (3) Preliminary User's Guide. Two related documents are "Medical Data Management in Time-Sharing: Findings of the DIRAC Project" (see LI 002 823) and "Scientific Information Networks: A Case Study" (see LI 002 829). (MM)

The three documents contained in this report describe an interactive retrieval language implemented for the IBM 360/67 of the Campus Faculty at Stanford University, between October 1969 and May 1970. The three reports are: (1) DIRAC--An Interactive Retrieval Language with Computational Interface, (2) DIRAC--An Overview of an Interactive Retrieval Language, and (3) Preliminary User's Guide. Two related documents are "Medical Data Management in Time-Sharing: Findings of the DIRAC Project" (see LI 002 823) and "Scientific Information Networks: A Case Study" (see LI 002 829). (MM)

Learn GameMaker Language (GML) programming concepts

Learn GameMaker Language (GML) programming concepts

Language policy is crucial to any society's cultural and political fabric, as it shapes how individuals and groups communicate, interact, and identify. Language policy has important implications for nation-building and the creation of national identity. Language policy can also significantly impact university students' sense of belonging. Overt and inclusive policies can provide opportunities for students to develop language skills and cultural competencies, enhancing their academic and professional opportunities. Covert and implicit policies can create barriers to interaction between different language groups, leading to social fragmentation, exclusion, and discrimination. Overt language policies are those that are openly acknowledged and implemented, while covert policies are those that are more subtle and may be hidden. Overt language policies that promote a single national language can unite diverse groups within a nation. However, these policies can also lead to the suppression of linguistic and cultural diversity within a nation, potentially undermining the cultural richness of that society. Covert language policies can also have significant impacts on identity and national unity. For example, language policies not openly acknowledged can lead to confusion or mistrust among different language groups. These policies can reinforce power imbalances between language groups, perpetuating existing inequalities. Considering these concepts, this study aimed to answer the following questions: (1) What LP has been implemented in Kyrgyzstan? (2) How has LP affected university students? Information on the language policy implemented in Kyrgyzstan was necessary to answer the first question, which involved examining laws, banknotes, newspaper titles, and dissertation catalogs. It was necessary to gather data on how the language policy has affected the students to answer the second question. In addition, in-depth interviews with LP experts helped clarify both questions. The collected information was analyzed using textual analysis and statistical methods. Data analysis showed that different models of language policy were implemented in Kyrgyzstan, including multilingualism, bilingualism, and monolingualism. Overt, covert, and vague LP were used to promote these models. These models and methods have formed segregated communities, language discrimination, and different linguistic identities within the same ethnic groups.

181 p. 28 cm

181 p. 28 cm

181 p. 28 cm

2 v. in 1. 24 cm