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Purpose of the article is to show that colour names form concept periphery of the landscape, enrich, expose in general, making it more important in small prose ofI. Bunin.Art concept that is born in the writing and continues its life beyond the one isalways obeyed to the necessity of detail the phenomena of nature, landscapes andtheir elements refl ection. It is revealed in a small prose of the writer as an integral systemic formation represented by colour lexemes not only with conventional but alsowith associative semantics.Conceptual comprehension of the landscape in I. Bunin’s small prose is connectedwith the understanding that nature can exist only in the context of the human worldview.The variety of details and their colourist features makes it possible for the writer to show the unique beauty of the surrounding world, inner richness, the intensity of the spiritual life and the depth of the characters’ emotions. The colour marking palette in I. Bunin’s prose is extremely rich, vividly individual. The artist is looking for new means of emotional infl uence. In perspective it is advised to analyse the concept “landscape” in I. Bunin’s poetry. The presented methodology can become the basis for studying the category of coloration in different author styles.

Partial speech input is often understood to trigger rapid and automatic activation of successively higher-level representations of words, from sound to meaning. Here we show evidence from magnetoencephalography that this type of incremental processing is limited when words are heard in isolation as compared to continuous speech. This suggests a less unified and automatic word recognition process than is often assumed. We present evidence from isolated words that neural effects of phoneme probability, quantified by phoneme surprisal, are significantly stronger than (statistically null) effects of phoneme-by-phoneme lexical uncertainty, quantified by cohort entropy. In contrast, we find robust effects of both cohort entropy and phoneme surprisal during perception of connected speech, with a significant interaction between the contexts. This dissociation rules out models of word recognition in which phoneme surprisal and cohort entropy are common indicators of a uniform process, even though these closely related information-theoretic measures both arise from the probability distribution of wordforms consistent with the input. We propose that phoneme surprisal effects reflect automatic access of a lower level of representation of the auditory input (e.g., wordforms) while the occurrence of cohort entropy effects is task sensitive, driven by a competition process or a higher-level representation that is engaged late (or not at all) during the processing of single words.

Introduction Learning disability has a significant relevance and can generate negative social impacts on the future of an individual if not corrected in time. Phoniatrics is an area of otorhinolaryngology responsible for evaluating, diagnosing, and referring these cases for therapy and/or complementing the multidisciplinary diagnosis. Objective To evaluate in school-aged children the association between the application of a set of tests used in the phoniatric assessment and complaints of academic difficulties. To identify which tests would show the main association with academic performance when applied individually. Methods Blind, cross-sectional study, subdivided into 4 stages. In the 1st stage, 66 children in the third year of elementary school were submitted to the set of tests of skills applied by the phoniatrician; in the 2nd stage, the physician asked the educators about complaints of academic difficulties regarding the students; in the 3rd stage the students’ Portuguese language school grade was obtained and in the 4th stage an analysis was made between the data. Results The educator identified complaints of academic difficulties in 27.2% of the 66 students. There was a statistically significant association between academic difficulties and the following tests of skills: dictation of words and pseudowords, dictation of words, dictation of pseudowords, rhyming, phonemic synthesis, and in the reading test; fluency, intonation and comprehension of the text and morals were analyzed in the reading test. In the multivariate logistic regression analysis, the tests selected to comprise the final model, showing greater association with the academic difficulty complaint were: dictation of words, intonation in reading and comprehension of the morals of the story. Conclusion The tests identified as the most relevant in identifying academic difficulties were dictation of words, intonation in reading and comprehension of the morals of the story. However, the other tests that were part of the phoniatric consultation allowed the observation of the individual and their functioning abilities, leading to a better assessment of the case, regarding aspects not directly related to the pedagogical one.

Logs contain valuable information about the runtime behaviors of software systems. Thus, practitioners rely on logs for various tasks such as debugging, system comprehension, and anomaly detection. However, due to the unstructured nature and large size of logs, there are several challenges that practitioners face with log analysis. In this paper, we propose a novel approach called LogAssist that tackles these challenges and assists practitioners with log analysis. LogAssist provides an organized and concise view of logs by first grouping logs into event sequences (i.e., workflows), which better illustrate the system runtime execution paths. Then, LogAssist compresses the log events in workflows by hiding consecutive events and applying n-gram modeling to identify common event sequences. We evaluated LogAssist on the logs that are generated by two open-source and one enterprise system. We find that LogAssist can reduce the number of log events that practitioners need to investigate by up to 99%. Through a user study with 19 participants, we also find that LogAssist can assist practitioners by reducing the needed time on log analysis tasks by an average of 40%. The participants also rated LogAssist an average of 4.53 out of 5 for improving their experiences of performing log analysis. Finally, we document our experiences and lessons learned from developing and adopting LogAssist in practice. We believe that LogAssist and our reported experiences may lay the basis for future analysis and interactive exploration on logs.

One of the goals of education is to develop learners with strong reading and comprehension skills. Memorandum No. 173 s. 2019 of the Department of Education strongly encouraged all elementary and secondary public schools to intensify their advocacy for independence in reading in all grade levels and align the promotion of reading culture as the key in closing achievement gaps in producing productive citizens. It is a fact that many Filipino learners struggle to meet the standards in English communication and language. Given the literature gap, this study determined the level of context clues knowledge and level of reading comprehension skills of Grade 10 students in the three-class programs: Basic Education Curriculum (BEC), Science Technology (STE), and the Strengthened Technical Vocational Education Program (STVEP) of a public junior high school in the Division of Bacolod City. The study also determined the difference in the level of context clues knowledge and level of reading comprehension skills of the students when grouped according to class programs and explored the relationship between context clues knowledge and reading comprehension skills.

Human-robot interactive decision-making is increasingly becoming ubiquitous, and trust is an influential factor in determining the reliance on autonomy. However, it is not reasonable to trust systems that are beyond our comprehension, and typical machine learning and data-driven decision-making are black-box paradigms that impede interpretability. Therefore, it is critical to establish computational trustworthy decision-making mechanisms enhanced by interpretability-aware strategies. To this end, we propose a Trustworthy Decision-Making (TDM) framework, which integrates symbolic planning into sequential decision-making. The framework learns interpretable subtasks that result in a complex, higher-level composite task that can be formally evaluated using the proposed trust metric. TDM enables the subtask-level interpretability by design and converges to an optimal symbolic plan from the learned subtasks. Moreover, a TDM-based algorithm is introduced to demonstrate the unification of symbolic planning with other sequential-decision making algorithms, reaping the benefits of both. Experimental results validate the effectiveness of trust-score-based planning while improving the interpretability of subtasks.

Presentamos una propuesta dirigida a desarrollar competencias interculturales en estudiantes de español como lengua extranjera. Se examinan las relaciones entre el texto y el contexto de un pregón entonado en las calles de Cartagena (Colombia), para aportar indicios que permitan comprender los modos de negociar en el caribe colombiano. El análisis se realiza a partir del enfoque basado en géneros textuales (Feez y Joyce, 2002; Eggins, 1994) y las dimensiones propuestas por Hall (1976) para evaluar culturas nacionales y con ello facilitar la comunicación intercultural. Las primeras conclusiones muestran que el conocimiento del contexto de situación es lo único que permite recuperar significados. Respecto al contexto de cultura se muestra que la cartagenera es una sociedad de contexto alto, afincada en actitudes y tradiciones duraderas, en el uso de múltiples formas de comunicación y en la negociación de significados implícitos en las relaciones y las situaciones.

Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.

This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.

Objective To assess the presentation of risk information in American College of Obstetricians and Gynecologists (ACOG) obstetrical Practice Bulletins. Methods We reviewed B- and C-graded recommendations in Practice Bulletins published from January 2017 to March 2020. We calculated the proportion of recommendations and outcomes that were presented numerically and, of these, the proportion that were presented in accordance with best practices of risk communication – in absolute formats, or as absolute changes in risk from baseline risks. We categorized outcomes as harms or benefits to compare their risk presentation. Results In 21 obstetrical Practice Bulletins, there were 125 recommendations, with 46 (37%) describing risks numerically. Sixteen of these 46 recommendations (35%) presented an absolute change in risk from a baseline risk. For harms, 65% were presented as absolute risks and 25% as relative risks. For benefits, this was 55% and 48% respectively. Conclusion Most recommendations do not present numeric risk information. Of those that do, most do not use absolute risk measures. Practice implications Obstetrical practice guidelines should present numerical risk information wherever possible to support recommendations, increasing the use of absolute risk formats and absolute changes from baseline risks to increase risk comprehension.

Objectives Consent forms that are difficult to understand may jeopardize informed consent. The aim of this study was to determine whether consent documents for cardiology-related procedures could be easily read and understood by patients with low health literacy. Methods All 37 cardiology-related consent forms with patient information material were retrieved from a publicly available suite of documents from one state in Australia. Two raters independently assessed documents and resolved discrepancies through discussion. Understandability was assessed using the Patient Education Materials Assessment Tool for Printed materials (PEMAT-P). Readability was assessed using the Gunning Fog Index, SMOG and Flesch Reading Ease formulas. Images were assessed using the 5C Image checklist. Results were analyzed descriptively. Results Only 1 of 37 forms met the general PEMAT-P threshold (70%) for being ‘understandable’. The average readability score was high, requiring a grade 10–12 level of education to understand. Most images lacked useful captions, had low visual clarity, and were not purpose-designed for the material. Conclusions The current format for cardiology consent forms does not meet recommended standards for understandability and readability. Practice implications Development of consent forms would benefit from taking health literacy principles into account with patient input, and purpose-designed images should be included in all forms to reinforce text.

Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains stagnant.

Проведено аналіз ефективності впровадження основних положень кредитно-модульної системи організації навчального процесу у викладанні предмета «педіатрія». Враховуючи, що правові й етичні гарантії, захист прав людини є невід’ємними компонентами якості, це також сприятиме поліпшенню надання якісної медичної допомоги. Практична підготовка сприяє формуванню та поглибленню клінічного мислення майбутнього медика, тобто вмінню комплексно оцінити різноманіття симптоматики клінічної картини та миттєво приймати рішення. Практична підготовка студентів-лікарів є обов’язковим компонентом освітньо-професійної програми для здобуття кваліфікаційного рівня і має на меті набуття ними професійних навичок і вмінь.

While the relationship between facial expressions and emotion has been a productive area of inquiry, research is only recently exploring whether a link exists between facial expressions and cognitive processes. Using findings from psychology and neuroscience to guide predictions of affectation during a cognitive task, this paper aimed to study facial dynamics as a mean to understand comprehension. We present a new multimodal facial expression database, named Facial Expressions of Comprehension (FEC), consisting of the videos recorded during a computer-mediated task in which each trial consisted of reading, answering and feedback to general knowledge true and false statements. To identify the level of engagement with the corresponding stimuli, we present a new methodology using animation units (AnUs) from the Kinect v2 device to explore the changes in facial configuration caused by an event: Event-Related Intensities (ERIs). To identify dynamic facial configurations, we used ERIs in statistical analyses with generalized additive models. To identify differential facial dynamics linked to knowing vs. guessing and true vs. false responses, we employed an SVM classifier with facial appearance information extracted using LPQ-TOP. Results of ERIs in sentence comprehension show that facial dynamics are promising to help understand affective and cognitive states of the mind.

Although mind wandering during reading is known to be affected by text difficulty, the nature of this relationship is not yet fully understood. To examine this issue, we conducted an experiment in which participants read non-fiction texts that varied along five levels of difficulty under naturalistic conditions. Difficulty levels were determined based on Flesch-Kincaid Grade Levels and verified with Coh-Metrix indices. Mind wandering was measured with thought probes. We predicted that text difficulty and mind wandering have a U-shaped (i.e., quadratic) relationship. Contrary to our expectations, but in line with some prior studies, mind wandering linearly increased with text difficulty. Additionally, text interest moderated the effect of text difficulty on mind wandering. Finally, mind wandering was associated with worse performance on a comprehension test. Together, our findings extend previous work by showing that (a) a linear relationship between difficulty and mind wandering exists during common page-by-page reading of pre-existing texts and that (b) this relationship holds across a broad range of difficulty levels. ispartof: PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG vol:86 issue:1 pages:284-293 ispartof: location:Germany status: published

Structural competency is the trained ability to discern and respond to the impact of social, political, and economic structures on health. This article discusses a new online standardized patient simulation method that enhances the structural competency of nurses and nursing students. This method has been used to train nurse practitioner students. The article suggests that simulation-based learning can help nurses translate the theoretical comprehension of macro-level forces into clinical practices. This method expands the nurses' perspective, develops their social-political awareness, and encourages them to lead interventions. This simulation can contribute to dismantle structural racism and reduce health inequities.

The purpose of the paper is to report on the effectiveness of macroeconomic courses in informing and educating Greek students during an actual economic crisis. To achieve this end, we rely upon an introductory macroeconomics course that focuses upon the severe Global Financial Crisis that got underway in 2008. We conducted a survey for examining how well Greek students understood the effects of this deep and prolonged crisis. What is innovative about our testing is that we undertook a statistical evaluation of responses of two cohorts of students drawn from Spring, 2014 and 2015 – as the crisis intensified from one year to the next. To the very best of our knowledge, such an exercise had not yet been attempted; namely, of measuring students’ comprehension of a crisis and comparing the valuations of two cohorts of students as this particular crisis grew increasingly severe. Our findings suggest that students were confident that they achieved a comprehensive understanding of the variables underlying the Greek Economic Crisis. As the crisis escalated, students place increased importance on their university as a main source of information that influenced and helped in forming their perceptions of the economic crisis. However, our findings suggest that the university courses did not serve as their primary source of their information. In conclusion, the crisis helps to exposed gaps in the undergraduate curriculum that could be remedied through bringing in a better selection of up-to-date class materials. Keywords: Greek Economic Crisis, Student’s Comprehension, Introductory Macroeconomics, Teaching Macroeconomics, Global Financial Crisis. JEL: A22.

While a large amount of research has studied the facilitation of visual speech on auditory speech recognition, few have investigated the processing of visual speech gestures in motor-oriented tasks that focus on the spatial and motor features of the articulator actions instead of the phonetic features of auditory and visual speech. The current study examined the engagement of spatial and phonetic processing of visual speech in a motor-oriented speech imitation task. Functional near-infrared spectroscopy (fNIRS) was used to measure the haemodynamic activities related to spatial processing and audiovisual integration in the superior parietal lobe (SPL) and the posterior superior/middle temporal gyrus (pSTG/pMTG) respectively. In addition, visuo-labial and visuo-lingual speech were compared with examine the influence of visual familiarity and audiovisual association on the processes in question. fNIRS revealed significant activations in the SPL but found no supra-additive audiovisual activations in the pSTG/pMTG, suggesting that the processing of audiovisual speech stimuli was primarily focused on spatial processes related to action comprehension and preparation, whereas phonetic processes related to audiovisual integration was minimal. Comparisons between visuo-labial and visuo-lingual speech imitations revealed no significant difference in the activation of the SPL or the pSTG/pMTG, suggesting that a higher degree of visual familiarity and audiovisual association did not significantly influence how visuo-labial speech was processed compared with visuo-lingual speech. The current study offered insights on the pattern of visual-speech processing under a motor-oriented task objective and provided further evidence for the modulation of multimodal speech integration by voluntary selective attention and task objective.

The relevance of the article is due to the authors attempt to apply some of the philosophical concepts of F.M. Dostoevsky to the comprehension of contemporary sociocultural reality. The purpose of this study is to clarify the reasons for the historically unfriendly attitude of Europe towards Russia by analyzing the works of F.M. Dostoevsky dedicated to this problem. In the process of writing the article, the published Diaries of the writer were used; diary entries unpublished during the writer's life; philosophical reflections contained in works of art, as well as applied modern scientific and popular science literature dedicated to the work of F.M. Dostoevsky. In the course of the analysis, it was found that the writer considered historical, confessional and moral reasons to be the main factors in the rejection of Russia by Europe, while he especially singled out disinterestedness incomprehensible to Europe as a characteristic of the Russian people. The authors draws attention to the fact that all the reasons for Europe's "remarkable dislike" for Russia, about which F.M. Dostoevsky, directly or indirectly associated with the Orthodox faith. Therefore, an attempt to actualize the worldview heritage of the great writer will certainly lead us to a dilemma: either to move from thoughts and words to actions, to religiously enlighten both ourselves and Europe; or to enclose our Orthodox heritage in a historical and cultural framework, eliminating the source of the reasons for our rejection by the European public, with all the ensuing consequences.

The work is devoted to the epistemological analysis of the formation of the idea of mentality in modern humanitarian knowledge. The sources, approaches and main directions in the understanding of mentality in the science of the 20-21st centuries are considered. The idea is being developed that the dynamic path of teaching about mentality in modern culture can be presented as an ascent from polydisciplinarity in the study of mentality to the creation of mentology as an integrative discipline. The idea is that in order to understand the processes of the formation of the idea of mentality in humanitarian knowledge, it is necessary to take into account, in addition to the immanent perspective of the presentation of this topic as part of individual disciplines, also the general context of the formation of humanitarian knowledge. The question of the heuristic value of ideas and principles of doctrines about integrity for the development of integrative concepts of mentality is discussed. It is suggested that the “anthropology of wholeness” can be chosen as an ontological basis for the development of mentology, and “philosophy of wholeness” in its various versions, based on the principles of holism, and particularly - on the principle of all-encompassing unity, can be chosen as a methodological tool for constructing this discipline.

Introduction: Teachers of English for specific purposes (ESP) face challenges when helping engineering students to comprehend discipline-specific reading materials because these students have not been exposed to engineering reading materials at the secondary-school level. This study examines how to best create Science, Technology, Engineering and Mathematics (STEM)-specific, student-friendly reading materials for engineering learners to make the transition from general topics to engineering topics comfortable. About the case: Working at affiliated colleges of Anna University, Chennai, India, we substituted reading materials for those used in textbooks to improve our students’ receptivity to reading classes. We discuss reading as a skill, the level of reading comprehension needed in the engineering context, and its relevance to technical and professional communication. Situating the case: The study focuses on the need to design materials for the engineering classroom. Methods: Our methods include a present-situation analysis to examine the challenges that teachers encounter, and analysis of qualitative feedback on the reading materials and activities introduced in the classroom. Results and discussion: The paper includes our experiences in designing reading materials: conducting the present-situation analysis, finding and designing appropriate reading materials, creating and implementing reading activities, and collecting feedback. The responses of the learners indicate that introducing STEM-specific material may increase the learners’ participation and improve their comprehension skills. Conclusion: The study shows that STEM-specific, student-friendly reading materials fostered a positive attitude and improved, high-level comprehension.

This article encourages the obstetrician-gynecologists to use social media platforms to share their wealth of clinical expertise and experience with the public in an engaging and empowering way. Social media is a powerful tool that increases communication, education, and support that can be leveraged to increase comprehension of women's health topics and advocate for our patients, both inside and outside the examination room. Included are tips for physicians on how to harness their social media superpower to connect with patients on social media, build a brand, and network in a meaningful and authentic way.

Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.

There are many difficulties in using cloud computing technology to solve this problem, and edge computing technology just provides an effective way to solve this problem. Changing from two-dimensional to three-dimensional will make education more realistic. This article uses the VR technology algorithm to design and analyze the English teaching system, combined with the current environment and requirements, in the construction of teaching resources, in order to clarify the direction in practical application. Secondly, according to the scene of human behavior recognition, a human behavior data collection, processing and analysis system based on edge computing is designed and implemented. And on the basis of detailed analysis of VR technology, the theoretical basis of VR technology applied to experiment teaching is discussed, and the development of virtual experiment is analyzed concretely using systematic teaching design ideas. VR technology greatly stimulates students’ learning motivation but also significantly improves their interest in learning. In addition, the application of virtual technology has greatly improved students’ learning enthusiasm. According to the findings of this article, based on the application of virtual reality technology, students’ English comprehension skills have increased by 19%, and the degree of resource sharing has increased by 11%.

In this text, we present an account of an afternoon with Lydia Hortelio. In this conference, the educator and musicologist reflected on “child look” to “child learn”. The “child look” is associated with the inner child has the potential of resignifying our way of life, our perception of the world and our socio-educational practices. In order to achieve this look, or to get to this level of comprehension and development, we would have to “child learn”, which means learning as a child. According to Lidya, that is only possible if we come closer to the source, that is to say to the children. In her opinion, children are left to a secondary place regarding social, cultural, and political practices, because they live in a society ruled by an adult-centered logic.

The current paper presents a study on the subtitling for the deaf and hard-of-hearing (SDH) in Spanish TV news programs (live and semi-live subtitling). The aim of this reception study is to analyze users’ comprehension and assessment of live and semi-live SDH. A contemporary corpus comprising items from real news broadcasts was used for the research, and a sample of 52 deaf and hard-of-hearing participants was recruited for the experiment, which was carried out through a variety of virtual and live sessions. The results show that users consider the quality of SDH acceptable and audiovisual comprehension insufficient.

The process of life design in contemporary adolescence is of increasing interest in times of lifelong learning and the knowledge society. The aim of this article was to increase the comprehension of career designs by analysing the two-phase interviews of 31 young people at the ages of 15 and 18. Drawing on actantial analysis, we modelled the plurality of the career designs, analysed who the main actors are in those career designs, and how young people express, exercise, and adjust their designs. We conclude that both the subjects and the objects of the young people’s career designs included multiple actors. People, issues, and circumstances are integral components of the narratives on the career designs of young people. These components bound their agency and are integrated with their orientations to education and work. The process of life design in contemporary adolescence is of increasing interest in times of lifelong learning and the knowledge society. The aim of this article was to increase the comprehension of career designs by analysing the two-phase interviews of 31 young people at the ages of 15 and 18. Drawing on actantial analysis, we modelled the plurality of the career designs, analysed who the main actors are in those career designs, and how young people express, exercise, and adjust their designs. We conclude that both the subjects and the objects of the young people’s career designs included multiple actors. People, issues, and circumstances are integral components of the narratives on the career designs of young people. These components bound their agency and are integrated with their orientations to education and work.

The digital technologies in all spheres of life, including education are now a hallmark of our modern identity; they shape how we live today. They enable applying new opportunities, for instance, distance learning, which is quite relevant today. Ivano Frankivsk National Medical University has the site "Office 365 Cloud Services", which is accessible to all teachers and students and thus creates a single digital environment. Practical classes and lectures on pediatric therapeutic dentistry during quarantine are conducted in an online conference format in Microsoft Teams, a teamwork centre in Office 365, which is a simplified version of learning management systems; it enables communicating, file sharing, etc. between the group members. The program is convenient because it combines everything in a common work environment, including chat for discussion, file sharing and corporate programs. Students pass on each topic of the test tasks in the system, which were posted on pmk.ifnmu.edu.ua or tests.if.ua. The teacher converts the test result into scores according to the evaluation criteria. Delivering theoretical themes and checking their comprehension is organized by means of video communication. During the online lesson, the teacher interviews the topic, corrects the answer, and explains the points that might be discussible or unclear, using pre-loaded visuals or other materials, e.g. presentations, videos, photos, radiographs and orthopantomograms. For future dentists it is extremely important to master practical skills, work with real patients, practice manual and communication skills. Digital technologies help during distance learning at least partially to master the practical aspect of the discipline by creating multimedia presentations, which consists of tasks, three to four questions for each task, a clinical case, if possible video. The use of digital technologies, especially during distance education can and should take its place in the education system, because with its proper organization it can provide quality education that meets the requirements of modern society.

The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister ( 2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test—Reading Comprehension (SAT-RC) and the Rhode Island Test of Language Structures (RITLS, Engen & Engen, 1983). The second analysis was a quantile regression using ASL assessments to predict English print abilities. Different ASL skills were important for English reading comprehension (SAT-RC) versus understanding English syntax (RITLS); the relationship between ASL skills and English print performance also varied for students at different English print ability levels. Strikingly, knowledge of ASL syntax was robustly correlated with knowledge of English syntax at all ability levels. Our findings provide novel and strong evidence for the impact of ASL on the development of English literacy.

In work features of legal regulation of lawsuits are considered. The author notes that all lawsuits and themost difficult conflicts were considered civil, involved the property, non-property, dishonoring, conciliatoryand other forms of punishment. The truth and justice, aspiration to their comprehension were fundamentalbases of legal proceedings and the passed judgments.

Objective To evaluate the quality of leading Internet resources of information on sudden sensorineural hearing loss (SSNHL). Study design Cross-sectional descriptive design. Settings An online search by means of the Google search engine. Methods An online search was conducted using terms related to SSNHL. We defined "quality" according to scaled readability measures (Flesch Reading Ease [FRE] and Flesch-Kincaid Grade-Level [FKGL]), as well as "understandability" and "actionability" (Patient Education Materials Assessment Tool), and Clinical Practice Guideline (CPG) adherence. Scoring was performed by two independent physicians. Results The 10 most frequently encountered patient education websites were analyzed. The average FRE score was "fairly difficult" (mean 57.28, median 55.55, range 46.4-71.8) and the average FKGL score was "standard" (mean 9th grade, median 9th grade, range 5th-10th grade). Nine websites were understandable (mean 83%, median 84%, range 69-100%), and seven had good actionability scores (mean 73%, median 75%, range 50-100%). Most websites conformed with the CPG for patient education at a reasonable level (mean 5.6, median 5.5, range 3-7). Notably, all websites encouraged seeking medical help. Conclusion Internet resources for patient education on SSNHL vary in quality and are generally understandable to the average layman. There is still much room for better, more comprehensive and easier-to-read information to improve patients' medical knowledge about their condition.Level of Evidence: 1.

The goal of this study was to investigate whether the semantic processing of the audiovisual combination of communicative gestures with speech differs between men and women. We recorded event-related brain potentials in women and men during the presentation of communicative gestures that were either congruent or incongruent with the speech.Our results showed that incongruent gestures elicited an N400 effect over frontal sites compared to congruent ones in both groups. Moreover, the females showed an earlier N2 response to incongruent stimuli than congruent ones, while larger sustained negativity and late positivity in response to incongruent stimuli was observed only in males. These results suggest that women rapidly recognize and process audiovisual combinations of communicative gestures and speech (as early as 300 ms) whereas men analyze them at the later stages of the process.

Vulnerability of morphosyntactic production, including grammatical aspect, has been identified in at least some children with autism spectrum disorder (ASD) exposed to typologically different languages. However, Tovar et al. (2015) found strengths in comprehending grammatical aspect in English-exposed children with ASD, suggesting that the challenges in production are pragmatically based. Using the eye-movement measures of Intermodal Preferential Looking, this study further explored whether Mandarin-exposed preschoolers with ASD were able to map aspect morphemes onto their distinct meanings in comprehension, despite their apparent impairments in aspect production. The results revealed that a diverse sample of 2–6-year-old Mandarin-exposed children with ASD demonstrated similar patterns of comprehending the perfective morpheme le and the progressive morpheme zai as younger 1–3-year-old TD children, even though the children with ASD’s vocabulary production scores were dramatically delayed. Specifically, both groups of children associated the perfective morpheme le with the completed action and the progressive morpheme zai with the ongoing action. Our findings suggest that despite their apparent deficits of using/producing grammatical aspect, comprehension of grammatical aspect is a strength in children with ASD across languages. Moreover, grammatical aspect appears to be preserved in children with ASD, despite their pragmatic deficits and vocabulary disadvantages. The experimental findings shed light on the sharp contrast between linguistic competence versus linguistic performance in autistic grammatical acquisition. Furthermore, the results highlight the dissociation between the grammatical vs. the pragmatic and lexical language modules in children with ASD.

Background: There are no studies on adults with unilateral brain lesions regarding story reading with incidental/implicit comprehension and memory, in which memory is only assessed through delayed recall. There is a need for validation of cerebral laterality in this type of verbal recall, which includes spontaneous performance (free or uncued condition (UC)), and induced-through-question performance regarding the forgotten units (cued condition (CC)). Objectives: To explore the effects of unilateral brain lesions, of oral reading with expression (RE) and comprehension (RC) on delayed recall of a story, as either UC or CC; and to validate the ability of UC and CC to discriminate the side of brain injury. Methods: Data were obtained from 200 right-handed volunteers, among whom 42 had left-hemisphere injury (LHI), 49 had right-hemisphere injury (RHI) and 109 were demographically-matched healthy participants (HP). Patients who were unable to read, understand or speak were excluded. Results: LHI individuals presented impairment of both UC and CC, in relation to the other two groups (non-LHI) with sensitivity and specificity above 70%. LHI and RHI individuals were not significantly different in RE and RC, but they were both different from HP in all the assessments except CC, in which RHI individuals resembled HP. Despite this lack of abnormality in RHI individuals during CC, about half of this group showed impairment in UC. Additionally, whereas RE had a significant effect on UC, the moral of the story (RC) had a significant effect on both UC and CC. Conclusions: The left hemisphere was dominant for this memory task involving implicit processing. RESUMEN Antecedentes: No existen estudios en adultos con lesiones cerebrales unilaterales sobre la lectura de una historia, con comprensión y memoria incidental/implícita, midiendo sólo el recuerdo diferido. Se necesita validar la lateralidad cerebral en este tipo de recuerdo verbal que incluye: desempeño espontáneo (condición sin claves (CS) o libre) y desempeño inducido con preguntas sobre las unidades olvidadas (condición con claves (CC)). Objetivos: Explorar el efecto de las lesiones cerebrales unilaterales, la lectura expresiva (LE) y la comprensiva (LC), sobre el recuerdo diferido de una historia, sea CS o CC. Validar CS y CC en su capacidad para discriminar el lado de la lesión cerebral. Métodos: Los datos se obtuvieron de 200 voluntarios diestros, 42 con lesiones del hemisferio izquierdo (LHI), 49 con lesiones del hemisferio derecho (LHD), y 109 participantes sanos (PS), equiparados demográficamente. Se excluyeron los pacientes que no pudieron leer, entender o hablar. Resultados: LHI resultó perjudicado respecto de los otros dos grupos (no-LHI) en CS y CC, con una sensibilidad y especificidad superior al 70%. LHI y LHD no se diferenciaron significativamente en LE ni LC, pero ambos fueron diferentes de los PS en todas las evaluaciones excepto CC, en donde LHD se asemejó a los PS. A pesar de esta ausencia de anomalía en LHD durante CC, aproximadamente la mitad de LHD mostró deterioro en CS. Además, mientras que LE tuvo un efecto significativo en CS, la moraleja de la historia (LC) tuvo un efecto significativo tanto en CS como en CC. Conclusiones: El hemisferio izquierdo fue dominante para esta tarea de memoria que involucró procesamiento implícito.

Findings from corpus (e.g. Diessel, 2004) and comprehension (e.g. De Ruiter et al., 2018) studies show that children produce the adverbial connectives because and if long before they seem able to understand them. However, although children's comprehension is typically tested on sentences expressing the pragmatic relationship which Sweetser (1990) calls “Content”, children also hear and produce sentences expressing “Speech–Act” relationships (e.g. De Ruiter et al., 2021; Kyratzis et al., 1990). To better understand the possible influence of pragmatic variation on 2- to 4- year-old children's acquisition of these connectives, we coded the because and if Speech–Act sentences of 14 British English-speaking mother-child dyads for the type of illocutionary act they contained, as well as the phrasing following the connective. Analyses revealed that children's because Speech–Act sentences were primarily explanations of Statements/Claims, while their if Speech–Act sentences typically related to permission and politeness. While children's because-sentences showed a great deal of individuality, their if-sentences closely resembled their mothers’, containing a high proportion of recurring phrases which appear to be abstracted from input. We discuss how these patterns might help shape children's understanding of each connective and contribute to the children's overall difficulty with because and if.

Machine reading comprehension (MRC) is a challenging task in natural language processing (NLP), which requires machine to determine the corresponding answer to a given passage and question. Whereas, there always exist unanswerable questions in the real world, which poses a new challenge to MRC tasks. Abundant research work has been carried out on the verification mechanism for the answerability of passage-question pairs. However, these researches only focus on its design and implementation, which has limitations in real-world scenarios. Thus, the method proposed in this paper not only verifies the answerability, but also validates and adjusts the predicted answer to obtain an elaborate answer span. Using powerful pre-trained model as encoder block, this paper explores a more comprehensive verification mechanism. Similar to how humans read passages and give answers, we propose a three-stage mechanism called ”Verification for an Elaborate Span” (V4ES): 1) sketchy reading that the model briefly browses the overall information of the passage and question, and then generates an initial answer; 2) intensive reading that it reads the passage and question again, judges the answerability of the question and gives an answer at this stage; 3) verification that it verifies these two answers produced at the previous two stages, and then gives the final prediction. Moreover, the proposed model is evaluated on two MRC challenge datasets: SQuAD2.0 and CMRC2018, and the experiment results show that our model has achieved great improvement compared with the ALBERT and BERT baselines. In conclusion, our proposed verification mechanism has demonstrated its effectiveness through a series of experiments and analysis.

This case study is aimed at finding out the types of classroom communication strategies employed by English department lecturers during their teaching. In this study, three lecturers participated (HQ, RR, and SW in pseudonyms). They were lecturers for academic English, critical speaking, and advanced reading classes. The instruments of this study were videotapes, observation guides, field notes, and interview guides. After the data collection process, the data were analyzed using coding analysis and interactive analysis. The results showed that the most employed direct strategies were circumlocution and code-switching. HQ used circumlocution 54 times and code-switching 51 times; RR used circumlocution 21 times and code-switching 32 times. The major use of indirect strategies was comprehension check, which was used 47 times by RR, 28 times by HQ, and 9 times by SW. Last, for the interactional strategy, filler was the most used strategy. RR used it 19 times, HQ used it 46 times, and SW used it 26 times. It is suggested that lecturers are expected to balance these three strategies to maintain good teacher-student communication. However, for adult learners (college students), it is found that lecturers mostly use circumlocution during the lecture.

There has been a significant volume of research studying the effect of individuals’ motivation on reading comprehension. The findings of previous research have demonstrated both the direct contribution of motivation to comprehension and its indirect influence through mediating effects of reading amount and strategy use. The effect of the linkage between the two mediators, however, is somewhat underexplored in previous studies, meaning that we have not yet achieved a comprehensive understanding of the functioning of these mechanisms and especially the part reading amount and strategy use play in connecting reading motivation and comprehension. Also, it is still unclear whether the mechanisms governing this connection vary across different primary school grades. In light of these concerns, this study was conducted with 537 students from six primary schools in Hong Kong, including 266 Grade 4 and 271 Grade 6 students. All participants completed a reading comprehension task and a questionnaire survey. The results suggest that strategy use uniquely mediates the relationship between reading motivation and reading comprehension. No significant mediating effect through reading amount was found among either Grade 4 or Grade 6 children. However, for Grade 4 children alone, we discovered a two-stage mediating effect linking motivation and comprehension via (1) reading amount and (2) strategy use (i.e., reading motivation → reading amount → strategy use → reading comprehension). The findings from this study enrich our theoretical understanding the effects of reading motivation on reading comprehension and aslo provide pedagogical implications for directions in future reading instruction.

This study experimentally tested the effects of animation versus rotoscoping versus live action in direct-to-consumer television advertising on outcomes, including risk and benefit perceptions and attitudes toward the drug. The authors used an online panel to recruit participants with chronic dry eye (n = 504) and psoriasis (n = 490). The study found no effects of animation or rotoscoping on perceptions of drug risk or benefit, comprehension, or behavioral intentions. Animated advertisements, however, resulted in more negative attitudes than live-action or rotoscoped advertisements. Future research should explore whether animated advertisements are recalled better over time or have any lagged effects on perceptions.

This research was carried out as the learning activities in the reading classroom were not yet effective. As a result, the student's ability to comprehend reading texts was poor. This study aims to improve the EFL students’ reading comprehension by implementing the Reciprocal Teaching Method (RTM), especially in comprehending IELTS reading texts. Classroom action research was conducted by following four stages; planning, implementing, observing, and reflecting the actions. The Reciprocal Teaching Method (RTM) consists of four stages; predicting, questioning, clarifying, and summarizing to engage the learners in groupwork activities, boost motivation, as well as enhance their comprehension. 28 learners from the English department who enrolled in the Reading course were selected as participants. Data were gathered through observations, tests, interviews, as well as document reviews. The results revealed that the Reciprocal Teaching Method (RTM) boosts students' ability to comprehend the IELTS reading texts and engages them during the teaching and learning process.

While metaphor has long been shown to pervade scientific discourse and terminology, little is known about how it affects the human comprehension of abstract concepts and underpins further development of related scientific ideas. In this article we focus on seven established terms in astrophysics and cosmology, which have also become staples of popular science, namely “big bang”, “wormhole”, “black hole”, “spaghettification”, “gravitational hair”, “fuzzball”, and “string” (in the context of string theory). We carry out etymological and contextual analysis to find out the specifics of their use in specialized and popular literature, with a particular emphasis on personification of physical entities. Also, we apply the conceptual metaphor theory to compare their source domain and target domains, identifying potentially misleading discrepancies between the two. We reveal that most of these metaphorical nominalizations invoke inaccurate and largely distorted images of the referenced entities, which are further extended and amplified with new details in scientific popularizations. We suggest that more research is needed into metaphorical terms in different disciplines to better understand their implications for the development of both expert and lay knowledge of the subject.

George Floyd’s murder by the police in Minneapolis provoked widespread political agitation across the country. It once again highlighted the problematic racial dimension of policing and eggregious violation of human rights commitments on the part of the government. In this article we explore how the human rights law and racism in the United States interact with each other? We employ qualitative research based on descriptive-analytical method and divide the article in four parts: a brief introduction, a historical background of racism, a conceptual comprehension of racial discrimination and a brief survey of the international human rights instruments against racism, and the onground situation of racial discrimination in the country. We conclude that the process of negotiation between human rights law and racism in the United States is far from settled yet.

The use of information and communication technology such as social media has become a necessity as well as a demand in the global era. Therefore, it is necessary to develop various creative and innovative educational models so that the educational process does not seem less interesting, monotonous, and boring so that it will limit the formation of the transfer of knowledge, which is the focus of research. The purpose of this research is how appropriate the development of augmented reality flashcard media is to improve the ability of fourth grade elementary school students to read comprehension of alternative energy source materials. This research uses the Research and Development (R&D) method with the ADDIE development model. The results obtained are that this development research creates a product in the form of an augmented reality flashcard media which is designed as an android-based application. In the feasibility test, the validation results of the material experts reached an average percentage of 85%, which indicated very good qualifications. The validation results of media experts with an average percentage of 78%, which indicated good qualifications.

When listening to the reading aloud of a text, it is expected that the complete comprehension of what is being heard comes from the perception of the prosodic variations present in this reading. The reading habit is an important factor for the development of this skill which is an important feature in the constitution of the critical reader. Based on this assumption, our work seeks to investigate the prosodic perception level of students in the initial grades of public and private schools in the city of Vitoria da Conquista / BA, considering the educational level of the parents of these students, as well as considering the reading habit of parents and students. Our hypothesis is that private school students, children of parents with a full degree status have a higher level of prosodic perception. Our objective is to describe the relationship between the type of school (public or private), educational level, reading habit and perception of prosodic variation. In order to account for the objective proposed here, an experiment was carried out, which consisted in the hearing of the early grades by the recording of the text Cinderella, prepared with the presence of lexical prosodic volume markers, namely, said high and said low. After hearing the recording, the students performed a perception task that aimed to ascertain the level of perception of the volume variation present in the recorded recordings. In a previous analysis, it was verified, through a questionnaire, the educational level and the socioeconomic level of the parents of the participants of this research and the reading habits of parents and students. The results are discussed considering the role of public and private schools and the students' family socioeconomic level in the constitution of subjects as proficient readers.

The article features the results of contrastive analysis of phraseological creativity in two discourse types, cinematic discourse and discourse of children’s literature. In the study, we develop the parametric approach to linguistic creativity, with the parameter of phraseology displaying both language and discourse specific character. Two compiled subcorpora of cinematic discourse and discourse of children’s literature contingent in size, genre, creation period, addressee orientation and key pragmatic strategy, serve to explore the activity (frequency) distribution of phraseology as well as its creative language productivity. The Theory of Phraseological Creativity provides the criteria for demarcating creative and non-creative uses of phraseological units. Their further analysis in two subcorpora has shown that whilst their total activity in both discourses is similar, it is the cinematic discourse that demonstrates significant prevalence in phraseological modification, which evidences in favor of its higher discourse creativity potential. The study helped reveal the specificity in the phraseological modification strategies applied in cinematic discourse in contrast with discourse of children’s literature. Furthermore, we addressed the problem of parametric contingency which brought forward other criteria in demarcating creative and non-creative uses of phraseology in discourse. To explore the linguistic creativity parametric contingency, we assessed the joint activity of parameters correlating with phraseology use. Following the procedures of parametric activity processing in HETEROSTAT software and vector-space modelling, we received two discourse-specific phraseological contingency profiles. Their contrastive analysis revealed higher contingency values in the discourse of children’s literature. Moreover, it disclosed discourse-specific functional differences in creative and non-creative phraseology use in the discourse types contrasted. Whereas non-creative phraseological units in cinematic discourse displayed low correlation with other parameters of linguistic creativity, their creative uses displayed higher correlation. The same did not stand true for discourse of children’s literature, which demonstrated high correlation in both cases. Consequently, we concluded that the stimulating function is more typical of linguistic creativity parameters activation contingent with the creative uses of phraseology. In discourse of children’s literature apart from the stimulating function, the contingent parameters also display the compensatory function, with both functions stimulating the children’s comprehension of phraseology and simultaneously enhancing discourse creativity. The results suffice to show that the distribution of two functions – compensatory and stimulating – is discourse-specific, which extends the knowledge about linguistic and discourse creativity.