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Ephemerality—an aesthetic value grounded in the Buddhism notion of impermanence—constitutes a mixed emotional experience in which negative appraisals of endings or short-lived phenomena are interwoven with a positive appreciation of beauty. Although mixed emotions have been linked to eudaimonic well-being, the psychological structure and affective dynamics of ephemerality and relationship among ephemeral experience and other psychological concepts including well-being remain unexplored. We propose that the unique emotional mode of finding beauty within finitude and fragility may foster meaning-making in the face of limitations, the core process of eudaimonic well-being, We also hypothesize that individuals with a broader time-scale perspective are more likely to interpret ephemeral objects or phenomena not solely as sources of loss, but as meaningful and even beautiful experiences. This may be explained by the fact that thinking across a wider time scale allows for more abstract and emotionally complex processing of experience, thereby enabling individuals to reinterpret seemingly negative aspects—such as impermanence and fragility—within a broader temporal context in a more positive and meaningful light. A longer time horizon may promote higher-level construal and emotionally complex appraisals, allowing ephemeral experiences to be reframed within larger life narratives. This reinterpretation may facilitate the integration of impermanence into a more positive and meaningful worldview. The present preregistered study therefore aims to (a) elucidate the conceptual structure, eliciting conditions, and co-occurring emotions of ephemerality through Structural Topic Modelling (STM); (b) examine whether ephemerality is conceptually and emotionally distinct from beauty and (c) examine how time-scale perspective, well-being and pro-environmental orientations are associated with their perceptions of ephemerality. We will recruit 350 native Japanese speakers via CrowdWorks platform and administer an online questionnaire on Qualtrics. Participants will first provide open-ended descriptions of situations or objects they perceive as ephemeral or beautiful, together with the emotions and thoughts those perceptions evoke. Following the free response section, participants will then complete a set of psychological scales: the Japanese versions of the Impermanence Awareness and Acceptance Scale (IMAAS-J; Goda & Nomura, 2025), Meaning in Life Questionnaire (MLQ; Steger et al., 2006), Mindful Attention Awareness Scale (MAAS; Fujino et al., 2015), Death Attitude Profile-Revised (DAP-R; Kumabe, 2006), Connectedness to Nature Scale (CNS; Mayer & Frantz, 2004), New Ecological Paradigm Scale (NEP; Dunlap et al., 2000), the Mental Health Continuum–Short Form (MHC-SF; Keyes, 2002), Zimbardo Time Perspective Inventory-Short (ZTPI Short; Klicperova et al. 2015) and Brief Resilience Scale (BRS; Smith et al., 2008). In addition, IMAAS-J, MLQ, MAAS, MHC-SF, and DAP-R will be administered to examine their associations with the extracted topics. As these scales have been shown to be positively associated with well-being, it is expected that participants with higher scores on these measures will be more likely to generate positive topics in their free-response descriptions on ephemerality.

This study is a longitudinal observational study investigating between-person differences in brain structure as a function of language exposure, executive functioning skills and socioeconomic status. The proposed analysis will evaluate the potential mediating role of language exposure and brain structure in the relationship between childhood executive function and socioeconomic status as well as the general relationships between the stated variables.

The study was designed to describe the basis of a potential mathematics learning theory founded on the relationship between language and thinking, to relate the subjects' overt verbalization and performance after they had been taught a mathematical structure, to relate overt verbalization and the number of discovered rules, and to examine the strategies used. Forty girls, 11-12 years old, were randomly assigned to one of four instructional situations: (1) subjects talk aloud while doing mathematical activities and then are silent, (2) subjects are silent while doing the activities and afterwards answer questions and explain findings, (3) subjects verbalize both during and after the activities, and (4) subjects do not verbalize either during or after the activities. A machine wired to embody the Klein-Four Group structure was used as a manipulative aid. Among the results found were: (1) subjects performed better, retained more and discovered more rules when they were silent while doing the activities and afterwards answered questions and explained findings; (2) there was significant interaction between learning and questioning; (3) the subjects' overt verbalization during questioning did not accelerate learning; and (4) the nature of the rule and the number of discovered rules influenced performance. (Author/DT)

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This analysis seeks to link discourse structure and semantic or lexical systems. The example is given of a Cuna curing chant named "the way of the pepper," in which 53 names for pepper ("kapur") are used in a projection of a paradigmatic axis (the lexical taxonomy) onto a syntagmatic axis. A corollary of the principle of viewing discourse from this perspective is that uses of speech or discourse structures actually serve to define or elaborate certain linguistic sub-systems. This is termed "ecology of language." This and other examples suggest other areas for future research, namely the full range of principles by which paradigmatic systems are projected onto syntagmatic discourse structures, the relation of this principle to other basic principles, and the kinds of linguistic variation (phonological, or lexical, for example) manipulated in the process of discourse organization. (Author/AM)

A representative six-year foreign language curriculum (grades 7-12) is analyzed and noted to be based on several underlying principles. Difficulties which arise from rigid adherence to certain methodological principles are discussed, particularly those concerning the relationship between audiolingual and writing skills. Suggestions on ways to improve teaching through a reexamination of the curricular microstructure are made. (RL)

This paper considers language development among children and discusses the influence of the learning environment in the acquisition of language use as distinct from language structure. The results of the five studies reported here suggest that the child is aided by what he is encouraged to say, not simply by what he hears, and that adults seem to be essential for such encouragement. Language development proceeds most efficiently, both in functions as well as structure, when motivated by powerful communicative intent. The group instructional environment must be natural and less didactic; it should be possible to maximize familiarity in child-adult relationships and guarantee that the children who need talking time with adults get it. A bibliography is provided.(VM)

THE USEFULNESS OF MODERN GRAMMAR, PARTICULARLY OF KNOWLEDGE OF LANGUAGE PATTERNS, IN FACILITATING READING EFFICIENCY IS CONSIDERED IN A DISCUSSION OF THE IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING. THE FOLLOWING TOPICS ARE DISCUSSED--(1) THE DUAL CONCEPT OF MEANING, (2) THE FOUR STAGES OF LANGUAGE STRUCTURE (SOUNDS, PHONETICS AND SPELLING, SYNTAX OR GRAMMAR AND RHETORIC OR COMPOSITION), (3) PHONICS AND THE SOUND-MEANING APPROACH, (4) STRUCTURAL ANALYSIS AND VOCABULARY, (5) AWARENESS OF STRUCTURE AND READING EASE, (6) MODERN WRITING VS. CLASSICAL RHETORIC, (7) TRADITIONAL GRAMMAR VS. TRANSFORMATIONAL OR GENERATIVE GRAMMAR, AND (8) LINGUISTIC CONCEPTS. SOURCES FOR LINGUISTIC THEORY AS APPLIED TO READING AND LINGUISTICALLY BASED MATERIALS FOR CLASSROOM USE ARE GIVEN. A FOUR-PAGE SUMMARY OF MODERN GRAMMAR IN OUTLINE FORM IS INCLUDED. THIS PAPER WAS TO BE PRESENTED AT THE NATIONAL READING CONFERENCE (SAINT PETERSBURG, DECEMBER 3, 1966). (LS)

xiv, 574 p. 21 cm

2 v. 23 cm

The report is a programmer's manual for usage and understanding of a low-level linked list processing language operating on the Control Data 1604 computer. The basis for the language is L six (Low-Level Linked List Language). The manual describes all of the operation codes, statements and procedures for using the language. In addition, a brief discussion is given on linked-list storage schemes and how they are handled.

The report is a programmer's manual for usage and understanding of a low-level linked list processing language operating on the Control Data 1604 computer. The basis for the language is L six (Low-Level Linked List Language). The manual describes all of the operation codes, statements and procedures for using the language. In addition, a brief discussion is given on linked-list storage schemes and how they are handled.

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

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Central Secretariat Library, Government of India Source URL: http://192.168.1.42:8080//handle/123456789/6897

Central Secretariat Library, Government of India Source URL: http://192.168.1.42:8080//handle/123456789/6897

Central Secretariat Library, Government of India Source URL: http://192.168.1.42:8080//handle/123456789/6897

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Publikowane w formule Open Access. ; Streszczenia w języku angielskim. ; artykuł w: New Horizons in English Studies. 3 (2018), s. 18-29.

Publikowane w formule Open Access. ; Streszczenia w języku angielskim. ; artykuł w: New Horizons in English Studies. 3 (2018), s. 18-29.

Publikowane w formule Open Access. ; Streszczenia w języku angielskim. ; artykuł w: New Horizons in English Studies. 3 (2018), s. 18-29.

Publikowane w formule Open Access. ; Streszczenia w języku angielskim. ; artykuł w: New Horizons in English Studies. 3 (2018), s. 18-29.

A MANUAL WAS PREPARED FOR EXPANSION OF PHRASE STRUCTURE RULES AND SINGLE-BASE TRANSFORMATIONS IN EIGHTH-GRADE LANGUAGE CURRICULUM. THE MANUAL INCREASED THE 18 PHRASE STRUCTURE RULES PREVIOUSLY REPORTED (ED 010 146, ED 010 148, AND ED 010 152). BACKGROUND INFORMATION AND GUIDES FOR THE TEACHER WERE PRESENTED FOR UNITS OF STUDY ON PHRASE STRUCTURE RULES, DOUBLE-BASE TRANSFORMATIONS, AND SINGLE-BASE TRANSFORMATIONS. ACCOMPANYING STUDENT EXERCISES WERE EXPLAINED WITH DIAGRAMED SOLUTIONS. THE MANUAL FOR TEACHERS WAS KEYED TO A MANUAL FOR STUDENTS (ED 010 153). (WN)

This article is from Frontiers in Psychology , volume 4 . Abstract We propose a novel account for the emergence of human language syntax. Like many evolutionary innovations, language arose from the adventitious combination of two pre-existing, simpler systems that had been evolved for other functional tasks. The first system, Type E(xpression), is found in birdsong, where the same song marks territory, mating availability, and similar “expressive” functions. The second system, Type L(exical), has been suggestively found in non-human primate calls and in honeybee waggle dances, where it demarcates predicates with one or more “arguments,” such as combinations of calls in monkeys or compass headings set to sun position in honeybees. We show that human language syntax is composed of two layers that parallel these two independently evolved systems: an “E” layer resembling the Type E system of birdsong and an “L” layer providing words. The existence of the “E” and “L” layers can be confirmed using standard linguistic methodology. Each layer, E and L, when considered separately, is characterizable as a finite state system, as observed in several non-human species. When the two systems are put together they interact, yielding the unbounded, non-finite state, hierarchical structure that serves as the hallmark of full-fledged human language syntax. In this way, we account for the appearance of a novel function, language, within a conventional Darwinian framework, along with its apparently unique emergence in a single species.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a new basis for aptitude testing. The techniques being implemented model the cognitive skills underlying foreign language competence by using computational linguistic models and semantic networks built into hypertext systems. It is proposed that these techniques could be useful for assessing basic language competence. Aspects of the research and related technology are examined: intelligent tutoring systems, the expert model and second language learning, student (trainee) models and language aptitude testing, the pedagogical model, the knowledge base, the interface, hypertext systems and command menus, smart computer-assisted language learning environments, grammars and grammar representations, parsing strategies, using grammars for computer-assisted language learning, use and adaptation of specific software packages, immersion techniques, and semantic mapping. (MSE)

Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a new basis for aptitude testing. The techniques being implemented model the cognitive skills underlying foreign language competence by using computational linguistic models and semantic networks built into hypertext systems. It is proposed that these techniques could be useful for assessing basic language competence. Aspects of the research and related technology are examined: intelligent tutoring systems, the expert model and second language learning, student (trainee) models and language aptitude testing, the pedagogical model, the knowledge base, the interface, hypertext systems and command menus, smart computer-assisted language learning environments, grammars and grammar representations, parsing strategies, using grammars for computer-assisted language learning, use and adaptation of specific software packages, immersion techniques, and semantic mapping. (MSE)

Methods and approaches used at the U.S. Army Research Institute to investigate intelligent computer-assisted foreign language instruction are discussed. The research described explores the use of hypertext and natural language processing for improving language training by articulating student knowledge structures and for providing, incidentally, a new basis for aptitude testing. The techniques being implemented model the cognitive skills underlying foreign language competence by using computational linguistic models and semantic networks built into hypertext systems. It is proposed that these techniques could be useful for assessing basic language competence. Aspects of the research and related technology are examined: intelligent tutoring systems, the expert model and second language learning, student (trainee) models and language aptitude testing, the pedagogical model, the knowledge base, the interface, hypertext systems and command menus, smart computer-assisted language learning environments, grammars and grammar representations, parsing strategies, using grammars for computer-assisted language learning, use and adaptation of specific software packages, immersion techniques, and semantic mapping. (MSE)

xii, 178 p. 25 cm

xii, 178 p. 25 cm

This study investigated the appropriateness of Item Response Theory (IRT) models to analyze language test data. In a university second language institute, results of typical versions of tests of French as a Second Language (n=831 examinees) and of English as a Second Language (n=617 examinees) were subjected to non-linear factor analysis in dimensionality assessment, as a first step in selecting an appropriate IRT model for data sets from students with differing language learning backgrounds. The tests, similar in design and purpose, each included a reading comprehension, listening comprehension, and cloze portion. Examinees were native speakers of one of the two languages tested, but were heterogeneous with respect to their language backgrounds (immersion programs, regular high school programs bilingual families, frequent contact with native speakers). No systematic relationship was found between item performance and strategies hypothesized to characterize each of the two examinee groups, but it is suggested that certain response patterns in the cloze portion of the test merit further investigation. (Author/MSE)

This study investigated the appropriateness of Item Response Theory (IRT) models to analyze language test data. In a university second language institute, results of typical versions of tests of French as a Second Language (n=831 examinees) and of English as a Second Language (n=617 examinees) were subjected to non-linear factor analysis in dimensionality assessment, as a first step in selecting an appropriate IRT model for data sets from students with differing language learning backgrounds. The tests, similar in design and purpose, each included a reading comprehension, listening comprehension, and cloze portion. Examinees were native speakers of one of the two languages tested, but were heterogeneous with respect to their language backgrounds (immersion programs, regular high school programs bilingual families, frequent contact with native speakers). No systematic relationship was found between item performance and strategies hypothesized to characterize each of the two examinee groups, but it is suggested that certain response patterns in the cloze portion of the test merit further investigation. (Author/MSE)

A study examined the effect of a whole-language-type program for learning sentence structure with high school students in a dropout prevention program. Subjects, 60 students in a Chicago, Illinois public school dropout prevention program, were randomly assigned to a control or experimental group and were administered a diagnostic pre- and posttest on parts of speech and sentence structure. The experimental group was taught by the whole language/TDSSP (TreneD Sentence Pattern Paradigms) method in which one subject-verb paradigm was taught for each of 6 weeks. Results indicated that the treatment made a statistical significance. A review of the literature on whole language occupies the greater part of this paper, preceding the description of the study. Two figures representing aspects of the TreneD Sentence Pattern Paradigms and one table of data are included, and 14 references are attached.) (RS)

This report examines both the divergent and common features of university language centers in Europe, focusing primarily on their aims, structures, and methods of operation. Major sections examine the development and types of university language centers. The types include (1) comprehensive centers, (2) centers mainly devoted to the teaching of non-linguists, (3) multi-purpose centers, (4) centers oriented toward research and the teaching of applied linguistics, and (5) centers oriented toward the training of teachers. Appendixes examine the status of language centers and include an address and manning list of existing language centers. (RL)

274 p. 19 cm

274 p. 19 cm

Gamification allows you to present educational content to learners in a way that's engaging, visually compelling, and personalized. In this course, Karl Kapp explores the various types of gamification, and shows how to use gamification and interactive learning to develop effective learning experiences. He explains how to add game elements to instructional design and use reward systems for learner engagement. He also reviews the different types of structural gamification, including competition-based and badge-based. To wrap up,he dives into content gamification, explaining how to leverage characters for learning, create challenges, and provide juicy feedback. A simple sentence is the most basic sentence that we have in English. It has just one independent clause, which means only one subject and one predicate. A simple sentence is also the shortest possible sentence; it can have as little as two words! Overall, a simple sentence is exactly what it sounds like simple! Use these 37 simple sentence examples and the accompanying worksheet to help you understand this type of sentence, which has ... Simple sentences have one subject and one verb or predicate. ... What Are Basic English Grammar Rules?A simple sentence contains only one independent clause. An independent clause is a group of words that has a subject and a verb and can stand alone as a complete thought. These kinds of sentences have only one independent clause, and they don't contain any subordinate clauses. They express only one main idea. Lexical semantics is the study of word meaning. Descriptively speaking, the main topics studied within lexical semantics involve either the internal semantic .... The nature of lexical semantics has changed markedly in the twenty-to-thirty years since classic texts like Lyons (1977) and Cruse (1986)

We study polarization in the spoken and written language of attitude expression rather than in patterns of individual response to opinion surveys. Polarized language develops as people argue with each other, debate issues that produce deep social divisions and heated opinions. Participants in a polarizing debate will use language that easily identifies them with one side of the debate and differentiates them from the opposing side (Billig, 1987). Collectively they thus develop and use polarized language that differentiates social groups, providing distinctive ways of talking, for example, as a pro- or anti-vaxer, feminist or fascist. We hypothesize that it is easier for language of minority opinion to differentiate social groups than the language of the majority opinion. We have found evidence to support his hypothesis in South Africa twitter data about vaccination. We now develop and preregister 4 hypotheses prior to replicating our study on US twitter data on vaccination.

274 p. 19 cm

274 p. 19 cm

The purpose of the study reported in this document was to examine the oral language and some of the influences on oral language of students from five to nine years old. Six students in each of 13 classes were selected randomly and were taped in three different situations: a monologue by the student when alone in the room, a dialogue with another student selected by the first student, and a dialogue with the class teacher and two students of the original six. Approach to the data obtained was nonquantitative. Instead, a limited number of tape units were analyzed in depth to uncover the factors affecting language use. In addition, background information on individual students and a comparison of students' performances were analyzed. As a result, it can be suggested that students with a particular background may be subject to a particular language difficulty. This document reports and discusses the variety of findings and contains samples of materials used in the study. (JM)

The influence of two aspects of language structure, syntax and associativity, on the free recall of verbal messages was investigated. (Syntax refers to the rules for ordering words within sentences; associativity refers to the network of meaningful relationships which exist among words in a language.) Twenty-four children from each of grades kindergarten, 1, 2, and 3, were asked to randomly repeat as many words as they could remember from a series of stimulus messages. It was hypothesized that older children would benefit more from structural cues and have an increasing advantage over younger children as the tasks became more structured. Eight testing tapes were administered during two sessions using minimal stress and inflection. Each tape consisted of items with syntax and items without syntax. The hypothesis was confirmed; syntax helped only the third graders. There was significantly greater recall of the messages with associativity for all grade levels. The experiment was repeated adding intonation to the items with syntax. Intonation resulted in marked improvement in recall, particularly for messages with associativity. Because the capacity to process and store verbal information increases as children grow older, further research is required in this area. (MH)

The influence of two aspects of language structure, syntax and associativity, on the free recall of verbal messages was investigated. (Syntax refers to the rules for ordering words within sentences; associativity refers to the network of meaningful relationships which exist among words in a language.) Twenty-four children from each of grades kindergarten, 1, 2, and 3, were asked to randomly repeat as many words as they could remember from a series of stimulus messages. It was hypothesized that older children would benefit more from structural cues and have an increasing advantage over younger children as the tasks became more structured. Eight testing tapes were administered during two sessions using minimal stress and inflection. Each tape consisted of items with syntax and items without syntax. The hypothesis was confirmed; syntax helped only the third graders. There was significantly greater recall of the messages with associativity for all grade levels. The experiment was repeated adding intonation to the items with syntax. Intonation resulted in marked improvement in recall, particularly for messages with associativity. Because the capacity to process and store verbal information increases as children grow older, further research is required in this area. (MH)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)