The Bilingual Child as a Word Maker: Word Formation Processes in Turkish and Dutch

Proceedings of the Fourteenth Annual Meeting of the Berkeley Linguistics Society (1988), pp. 232-24

Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes

This study investigated macro-level navigation patterns in children’s hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children’s written assignments. Navigation patterns and task structure did not clearly predict children’s declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns

Time to Loss of Consciousness and Its Relation to Behavior in Slaughter Pigs during Stunning with 80 or 95% Carbon Dioxide

Exposure to CO2 at high concentration is a much debated stunning method in pigs. Pigs respond aversively to high concentrations of CO2, and there is uncertainty about what behaviors occur before and after loss of consciousness. The aim was to assess timing of unconsciousness in pigs during exposure to high concentrations of CO2 based on changes in electroencephalogram (EEG) activity and the relation with the behaviors sniffing, retreat and escape attempts, lateral head movements, jumping, muscular contractions, loss of posture, and gasping. Pigs (108 ± 9 kg) were randomly assigned to 80% CO2 (80C, n = 24) or 95% CO2 (95C, n = 24). The time at which the gondola started descending into the well pre-filled with 80C or 95C was marked as T = 0. The CO2 exposure lasted 346 s after which the corneal reflex and breathing were assessed for 1 min. Visual assessment of changes in the amplitude and frequency of EEG traces after T = 0 was used to determine loss of consciousness. Time to loss of consciousness was longer in 80C pigs (47 ± 6 s) than in 95C pigs (33 ± 7 s). Time to an iso-electric EEG was similar in 80C pigs (75 ± 23 s) and 95C pigs (64 ± 32 s). When pigs descended into the well, the earlier entry of 95C pigs into high CO2 atmosphere rather than the concentration of CO2 by itself affected the latency of behavioral responses and decreasing brain activity. During exposure to the gas, 80C and 95C pigs exhibited sniffing, retreat attempts, lateral head movements, jumping, and gasping before loss of consciousness. 95C pigs exhibited all these behaviors on average earlier than 80C pigs after T = 0. But the interval between onset of these behaviors and loss of consciousness and the duration of these behaviors, except gasping, was similar for both treatments. Loss of posture was on average observed in both groups 10 s before EEG-based loss of consciousness. Furthermore, 88% of 80C pigs and 94% of 95C pigs demonstrated muscular contractions before loss of consciousness. The findings provide little reason to conclude on a behavioral basis that these atmospheres are greatly different in their impact on pig welfare.info:eu-repo/semantics/publishedVersio

Sequential implicit learning ability predicts growth in reading skills in typical readers and children with dyslexia

This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but not spatial, learning predicted growth in reading skills in children with and without dyslexia. Sequential implicit learning was also related to growth in pseudoword reading skills during an intervention in children with dyslexia, retrospectively. Furthermore, children with dyslexia had longer reaction times in general but did not differ from typical readers in how well or how quickly they learned either on an implicit learning task or in their overnight consolidation

Integrating a WebQuest in the Primary School Curriculum Using Anchored Instruction. CORELL: Computer Resources for

Abstract. Based on a literature review, a means for integrating WebQuests in day-to-day school activities is introduced using principles of Anchored Instruction. Following these ideas in an effect study, including 109 children in 4 th , 5 th and 6 th grade, significant learning gains were found, with a large effect size. Differences in learning gain were found between groups of children from different teachers, and reading comprehension was an important predictor of learning gain. The study gives strong support for a more integrated approach in which learning to search for meaningful information and processing this information is part of the more general educational curriculum

Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes

Published: 25 February 2022Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilitiesThis research received no external funding