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Background: Digital texts are progressively becoming the medium of learning for students, but research has indicated that students tend to process information more superficially while reading on screen. It is therefore relevant to examine what strategies can support digital text comprehension. Objectives: This study aimed to investigate the effects of highlighting—both learner generated and experimenter provided—when reading digitally. Methods: University students (N = 170) were randomly assigned to the condition of learner‐generated highlighting, experimenter‐provided highlighting, or control. Reading outcomes were measured as literal and inferential text comprehension, transfer of knowledge, and metacognitive calibration of comprehension performance at immediate and delayed post‐tests. Individual differences in prior knowledge, cognitive reflection, and reading self‐efficacy were taken into account. The quality of the information highlighted by students in the condition of active highlighting was also measured. Results: From linear mixed‐effects models, the main effect of condition did not emerge for any of the outcomes. However, an interactive effect of condition and cognitive reflection emerged for literal text comprehension that favoured readers in the condition of experimenter‐provided highlighting with higher ability to resist automatic thinking. Inferential text comprehension, transfer of knowledge, and calibration of performance were only predicted by cognitive reflection or reading self‐efficacy. Finally, the quality of information highlighted significantly contributed to students' literal text comprehension and transfer of knowledge in the learner‐generated highlighting condition. Takeaways: Active highlighting is not effective per se during digital reading. The "amplification" effect of already highlighted text and higher cognitive reflection suggests that readers who are more able to resist automatic thinking may also invest more effort in the task, taking more advantage of the provided support. Even if active highlighting may not be effective per se compared to other reading conditions, what students highlight contributes to literal text comprehension and their learning from text. Lay Description: What is already known about this topic: Reading on a screen to learn new content for academic assignments is a typical learning activity for todays' students.For digital reading students tend to adopt a more superficial approach compared to traditional reading.Reading strategies can help readers to comprehend complex digital texts.Highlighting is a technically simple strategy to use for digital reading, which can at least support the selection of relevant information for text comprehension. What this paper adds: When considering digital reading neither learner‐generated highlighting nor experimenter‐provided highlighting is effective by itself.Experimenter‐provided highlighting is more effective for literal text comprehension than learner‐generated highlighting when combined with readers' ability to cognitively reflect and resist more automatic responses.The individual differences of cognitive reflection and reading self‐efficacy predicted inferential text comprehension and transfer of knowledge.Reading self‐efficacy also predicted readers' metacognitive calibration of comprehension performance (accuracy of self‐judgements of comprehension performance). The implications of study findings for practitioners: The effective use of highlighting for text comprehension probably requires some explicit instruction and practice in learning devices.The potential benefits of either learner‐generated highlighting or experimenter‐provided highlighting should be considered in relation to cognitive and motivational individual differences.It is important to create or refine readers' awareness that the quality of the information they highlight matters as it is associated with their text literal text comprehension and transfer of knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we present an approach to improve pointing methods and target selection on tactile human–machine interfaces. This approach defines a two-level highlighting technique (TLH) based on the direction of gaze for target selection on a touch screen. The technique uses the orientation of the user's head to approximate the direction of his gaze and uses this information to preselect the potential targets. An experimental system with a multimodal interface has been prototyped to assess the impact of TLH on target selection on a touch screen and compare its performance with that of traditional methods (mouse and touch). We conducted an experiment to assess the effectiveness of our proposition in terms of the rate of selection errors made and time for completion of the task. We also made a subjective estimation of ease of use, suitability for selection, confidence brought by the TLH, and contribution of TLH to improving the selection of targets. Statistical results show that the proposed TLH significantly reduces the selection error rate and the time to complete tasks. [ABSTRACT FROM AUTHOR]

In this paper, we present an approach to improve pointing methods and target selection on tactile human–machine interfaces. This approach defines a two-level highlighting technique (TLH) based on the direction of gaze for target selection on a touch screen. The technique uses the orientation of the user’s head to approximate the direction of his gaze and uses this information to preselect the potential targets. An experimental system with a multimodal interface has been prototyped to assess the impact of TLH on target selection on a touch screen and compare its performance with that of traditional methods (mouse and touch). We conducted an experiment to assess the effectiveness of our proposition in terms of the rate of selection errors made and time for completion of the task. We also made a subjective estimation of ease of use, suitability for selection, confidence brought by the TLH, and contribution of TLH to improving the selection of targets. Statistical results show that the proposed TLH significantly reduces the selection error rate and the time to complete tasks.

In contrast to the traditional grid-based display, visual scene displays (VSDs) offer a new paradigm for aided communication. For individuals who cannot select items from an AAC display by direct selection due to physical impairments, AAC access can be supported via methods such as item scanning. Item scanning sequentially highlights items on a display until the individual signals for selection. How items are highlighted or scanned for AAC access can impact performance outcomes. Further, the effectiveness of a VSD interface may be enhanced through consultation with experts in visual communication. Therefore, to support AAC access for those with physical impairments, the aim of this study was to evaluate the perspectives of experts in visual communication regarding effective methods for highlighting VSD elements. Thirteen participants with expertise related to visual communication (e.g., photographers, artists) completed semi-structured interviews regarding techniques for item highlighting. Study findings identified four main themes to inform how AAC items may be highlighted or scanned, including (1) use of contrast related to light and dark, (2) use of contrast as it relates to colour, (3) outline highlighting, and (4) use of scale and motion. By identifying how compositional techniques can be utilized to highlight VSD elements, study findings may inform current practice for scanning-based AAC access, along with other selection techniques where feedback or highlighting is used (e.g., eye-gaze, brain-computer interface). Further, avenues for just-in-time programming are discussed to support effective implementation for those with physical impairments. Findings identify multiple potential techniques to improve scanning through items in a photograph for individuals with severe motor impairments using alternative access strategies. Study findings inform current practice for scanning-based AAC access, along with other selection techniques where feedback or highlighting is used (e.g., eye-gaze, brain-computer interface). Avenues for just in time programming of AAC displays are discussed to decrease programming demands and support effective implementation of study findings. [ABSTRACT FROM AUTHOR]

Analyzing literary works based on linguistic frameworks is one of the ways of systematic study of these works. In this research, an attempt is made to examine Dehkhoda's poems based on Leach's norm deviation model, which includes eight types of norm deviation (phonetic, temporal, stylistic, dialectal, semantic, syntactic, written, and lexical). Different methods of norm avoidance and deconstruction of Ibtahaj's poetry have been analyzed and investigated to create poetic images. The results showed that Dehkhoda used the eight types of Leach's non-normative deviation and was able to make his language stand out in this way. In the meantime, he has used time avoidance more than other types of avoidance. The amount of use of other types of deviance and their consequences are also examined in the article. Due to these deviations, Dehkhoda expresses his meaning in an innovative and different way with ordinary words and in the most beautiful way. Also, putting the verb before other elements of the sentence is one of the most frequent examples of syntactic deviation in Dehkhoda's poetry. By using this method, he has evoked a kind of verbism and emphasis on the action instead of the agent. [ABSTRACT FROM AUTHOR]

This study discusses the preferred highlighting mode for graphical user interface (GUI) design. The study investigated the effects of different highlighting modes on the search time and accuracy of the element on the screen. The experimental factors were the type of highlighting (color, bold, or color and bold), the target highlighting (highlighted or not highlighted), and the number of elements on GUI (few or many). The participants had to search for a predetermined target on the screen. The evaluation measures were the reaction time and percentage correctly identified. The statistical analysis result shows that bold highlighting had the shortest search time, and color highlighting had the worst accuracy. Under the conditions of this experiment, bold highlighting should contribute to the design of the screen for an easier search of information in terms of both search speed and accuracy. [ABSTRACT FROM AUTHOR]

Since Aristotle first set out rules of natural priority, rhetoricians and linguists have sought to establish the 'natural order' of words, phrases, and clauses. Accounts of constituent order by classical rhetoricians and philologists and by modern linguists and psychologists have addressed word order within phrases and phrasal order within clauses. However, they have not tended to investigate clausal order within sentences, with the important but limited exception of narration sequences (They had a baby and they got married), which--as recognized from Dionysius ('What is prior in time should also be prior in word order') to Grice ('Be orderly')--exhibit a robust but defeasible iconic link between order of events and order of mention. For clauses exhibiting the rhetorical relation of contrast rather than narration, the literature is less perspicuous. It is on such cases that I focus here, inspired by behaghel's second law (1932:4): 'That which is less important (or already known to the listener) is placed before that which is more important (or unknown) "Old concepts are placed before new'. [ABSTRACT FROM AUTHOR]

The objective of the proposed paper is twofold. Firstly, by adopting the claim that the ultimate meaning of each multimodal message is more than the sum of modes used in the process of its creation, the author strives to offer a thorough analysis of the TV commercial for Momester®Nasal, using the tools as proposed in the Fauconnier and Turner Conceptual Blending Theory (2002). Secondly, assuming that a successful multimodal message "is achieved through all modes interacting both separately and simultaneously" (Pinar Sanz, 2015, p. 1), as well as pointing to the fact that multimodal approach to communication does not favour any of the modes applied in a message, but may, sometimes, highlight one of them (Winiarska & Załazińska, 2017, p. 7), the author poses a daring question to what extent the integration of distinct modes which occur in a multimodal message can be interpreted as the result of two cognitive operations, i.e. the effect of highlighting and hiding in the sense of Lakoff and Johnson (1980). The object in question is a TV commercial for Momester®Nasal where three modes: visual, linguistic and aural, are put under scrutiny. The analysis is to prove that alternate highlighting and hiding of elements belonging to three disparate modes also contributes to greater cross-resonance among the modes, which in turn strengthens the creative potential of the message (El Refaie, 2015). [ABSTRACT FROM AUTHOR]

Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of this study showed that the input enhancement technique can assist in teaching collocation.

E-commerce shop owners often want to attract user attention to a specific product to enhance the chances of sales, to cross-sell, or up-sell. The way of presenting a recommended item is as important as the recommendation algorithms are to gain that attention. In this study, we examined the following types of highlights: background, shadow, animation, and border, as well as the position of the item in a 5 × 2 grid in a furniture online store, and their relationships with user fixations and user interest. We wanted to verify the effects highlighting had on attracting user attention. Various levels of intensity were considered for each highlight: low, medium, and strong. Methods used for data collection were both implicit and explicit: eye tracking, tracking cart's contents, and a supplementary survey. Experimental results showed that a low-intensity background highlight should be the first-choice solution to best attract user attention in the presented shopping scenario, resulting in the best fixation times and most users' selections. However, in the case of the highest-intensity animations, highlighting seemed to have negative effects; despite successful attempts to attract eyesight and a long fixation time, users did not add the highlighted products to cart. [ABSTRACT FROM AUTHOR]

The present study examines the existing published research about the effectiveness of learner-generated highlighting and instructor-provided highlighting on learning from text. A meta-analysis was conducted of scientifically rigorous experiments comparing the learning outcomes (i.e., performance on memory and/or comprehension tests) of students (i.e., college students and/or K-12 students) who read an academic text with or without being asked to highlight important material (i.e., with or without learner-generated highlighting) or who read an academic text with or without the important material already being highlighted (i.e., with or without instructor-provided highlighting). We found 36 published articles that met these criteria ranging from the years 1938 to 2019, which generated 85 effect sizes. The results showed that learner-generated highlighting improved memory but not comprehension, with average effect sizes of 0.36 and 0.20, respectively; and instructor-provided highlighting improved both memory and comprehension, both with an average effect size of 0.44. Learner-generated highlighting improved learning for college students but not for school students, with average effect sizes of 0.39 and 0.24, respectively; and instructor-provided highlighting improved learning for both college and school students, with average effect sizes of 0.41 and 0.48, respectively. We discuss the theoretical and practical implications of these findings. [ABSTRACT FROM AUTHOR]

This study focuses on the multimodal gestalts (Mondada, 2014) in unsolicited other-reformulations produced by L1 speaking volunteers in language cafés where visitors practice Swedish with volunteers from the local community. The unsolicited other-reformulations in our collection: (a) act as clarifications of what was said before, and (b) highlight (Goodwin, 2018; Majlesi, 2022/this issue) lexical items used in the prior turn, thereby orienting to them as learnables (Majlesi & Broth, 2012). Our findings suggest that multimodal gestalts in other-reformulations make parts of the original turn more visible and transparent for L2 speakers, and therefore make such parts salient for language learning.

The Qatari diplomatic crisis in 2017, which led to the four-year siege of Qatar, has been one of the most important political crises in the West Asian region in the last decade and has had many effects and consequences. The present study seeks to identify the role of new media in this crisis. The authors of this study using descriptive-explanatory method have concluded that due to the decisive role of new media in today's world, the diplomatic crisis in Qatar is no exception to this important variable and new media including various news agencies, satellite news networks and Virtual networks have been influential as an important stimulus in the various stages of this diplomatic crisis, from the beginning, escalation to reduction of the crisis and the beginning of reconciliation between the parties. Indeed, the new media has been one of the factors influencing the crisis, so that with the onset of the crisis and the escalation of the media war and conflict between Saudi Arabia and Qatar; Relations between the parties have become acute and intensified, and on the other hand, this factor has been effective in reducing the conflict between the parties and the beginning of reconciliation, so that with the beginning of the reconciliation process, media conflict between the parties decreased and in crisis management, various news agencies Public opinion in the region and the world paved the way for the resumption of political and economic relations between Saudi Arabia and Qatar.

E-commerce shop owners often want to attract user attention to a specific product to enhance the chances of sales, to cross-sell, or up-sell. The way of presenting a recommended item is as important as the recommendation algorithms are to gain that attention. In this study, we examined the following types of highlights: background, shadow, animation, and border, as well as the position of the item in a 5 × 2 grid in a furniture online store, and their relationships with user fixations and user interest. We wanted to verify the effects highlighting had on attracting user attention. Various levels of intensity were considered for each highlight: low, medium, and strong. Methods used for data collection were both implicit and explicit: eye tracking, tracking cart’s contents, and a supplementary survey. Experimental results showed that a low-intensity background highlight should be the first-choice solution to best attract user attention in the presented shopping scenario, resulting in the best fixation times and most users’ selections. However, in the case of the highest-intensity animations, highlighting seemed to have negative effects; despite successful attempts to attract eyesight and a long fixation time, users did not add the highlighted products to cart.

Integrating multiple representations into a coherent mental model is one of the challenges when learning with multimedia. In this experimental study (N = 173), we examined how highlighting corresponding information in text‐graph learning material can help higher education students to make the necessary connections and improve learning outcomes in two domains. We compared a control condition to a signaling condition with given highlights and an active signaling condition where students were asked to visually highlight corresponding text and graph information themselves. There was no overall benefit of given signals or active signaling. We discuss prior knowledge and the quality of learner‐generated signals as possible explanations. For biology learning material, prior knowledge moderated the effect of active signaling. In economics, the effect of prior knowledge was mediated by the quality of learner‐generated correspondences. Our findings suggest that different methods of supporting text‐graph integration might be useful for different students and learning material. [ABSTRACT FROM AUTHOR]

In the present study, the understanding of how to manage meaning and content in the framing of the speeches of Trump and Rouhani on Joint Comprehensive Plan of Action(JCPOA) by news agencies ISNA, Fars, BBC Persian and Voice of America-Persian News Network (VOA-PNN) in the telegram messenger. Framing theory has been used as theoretical basis for research. The Research Methodology is quantitative analysis and analysis unit is content. In this research, all the news about the event under review in the telegram channels of the news media are census in a purposive sampling . The reliability coefficient of the research was calculated based on Scott's formula, which for all variables was above 80%, which indicates the desirable reliability of the present research variables. Based on the findings of this research, in the speeches of Trump and Rouhani, the news release in ISNA, Fars and Persian BBC have been roughly the same and this news media (somewhat in the BBC) has published its contents against Trump's speech, while Most overwhelming of the Voice of America news was reflected against Rouhani's speech.

Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students were provided with tutorial videos either with static, dynamic or without highlighting. The results show that students viewing tutorial videos with dynamic highlighting gave more sophisticated answers in direct retention tasks. Furthermore, results indicate that low prior knowledge is compensated by both static and dynamic highlighting techniques. This finding is supported by causal mediation analysis, which indicates that the effect of prior knowledge is moderated by the different highlighting techniques. Besides student learning outcomes, students' evaluation of the different tutorial videos shows significant benefits of the highlighted instructions in terms of perceiving higher comprehensibility. The results support the use of appropriate highlighting techniques in instructional formats to foster a stronger link between conceptual knowledge and representations. [ABSTRACT FROM AUTHOR]

Whereas "professional vision" has been mostly analyzed in apprenticeship and other settings where knowledge is made explicit or reflected upon, I focus on how expertise tacitly plays out in task-oriented interaction among practitioners. The paper considers orientation both to the coworker's (recipient design) and one's own (expressive order) expertise in the collaborative accomplishment of airport security work. I show how screeners recruit action from colleagues in largely underspecified ways, based on shared access to the visibility field and expected professional vision. Requesting is tacitly accomplished via "highlighting," which also accounts for one's request. Accepting is silently achieved via locomotion, which also serves as a display of understanding. Embodied action is systematically preferred to verbal one. Talk is employed in larger proportions when the domain of scrutiny is not equally accessible to interactants, and when "face-work" is required. [ABSTRACT FROM AUTHOR]

The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and whether there is any benefit from the ability to take notes and highlight text while reading. In two experiments, students' reading times and comprehension scores were compared between electronic text and paper text excerpted from a popular psychology textbook. In the first experiment, students were only allowed to read, while the second experiment allowed the use of highlighting and note-taking. The results revealed no significant difference in reading times and comprehension scores across conditions. More important, there was no significant difference in highlighting and note-taking across text formats. Overall, comprehension was poor and this may reflect highlighting and note-taking as ineffective or rather the type of behavior when engaging in these types of reading aids should be reconsidered. Alternatively, poor comprehension may have been a result of low motivation from participants. [ABSTRACT FROM AUTHOR]

In this article, we investigate the value of gaze-driven adaptive interventions to support the processing of textual documents with embedded visualizations, i.e., Magazine Style Narrative Visualizations (MSNVs). These interventions are provided dynamically by highlighting relevant data points in the visualization when the user reads related sentences in the MSNV text, as detected by an eye-tracker. We conducted a user study during which participants read a set of MSNVs with our interventions, and compared their performance and experience with participants who received no interventions. Our work extends previous findings by showing that dynamic, gaze-driven interventions can be delivered based on reading behaviors in MSNVs, a widespread form of documents that have never been considered for gaze-driven adaptation so far. Next, we found that the interventions significantly improved the performance of users with low levels of visualization literacy, i.e., those users who need help the most due to their lower ability to process and understand data visualizations. However, high literacy users were not impacted by the interventions, providing initial evidence that gaze-driven interventions can be further improved by personalizing them to the levels of visualization literacy of their users. [ABSTRACT FROM AUTHOR]

In this paper, we introduce the concept of phygital highlighting. Phygital actions, by their very nature, are intertwined, simultaneously produced both physically and digitally, and may be used for practices of highlighting. The aim of this paper is therefore to revisit Goodwin's (1994) concept of highlighting and expand it to include phygital actions. We show how phygital highlighting is a participant method for achieving joint attention while engaged in face-to-face, computer-supported cooperative activity. Phygital highlighting is shown to be an observable and socially recognisable practice, composed of multimodal resources, specifically related to pointing practices and indexical terms in combination with moving the mouse and cursor, all of which are used to achieve a shared reference to specific parts of the displayed content. The paper is based on video ethnography and multimodal conversation analysis of a single case from an open office environment, which is considered a perspicuous setting for research into phygital highlighting. • Ethnomethodological conversation analysis of video excerpt's is employed. • Phygital highlighting is introduced as a new concept. • Phygital is the combination of physical and digital actions. • Phygital highlighting is used by participants to achieve joint attention. • Phygital highlighting is accomplished as a seamless action. [ABSTRACT FROM AUTHOR]

Objective With the increasing amount of information presented on current human–computer interfaces, eye‐controlled highlighting has been proposed, as a new display technique, to optimise users’ task performances. However, it is unknown to what extent the eye‐controlled highlighting display facilitates visual search performance. The current study examined the facilitative effect of eye‐controlled highlighting display technique on visual search with two major attributes of visual stimuli: stimulus type and the visual similarity between targets and distractors. Method In Experiment 1, we used digits and Chinese words as materials to explore the generalisation of the facilitative effect of the eye‐controlled highlighting. In Experiment 2, we used Chinese words to examine the effect of target‐distractor similarity on the facilitation of eye‐controlled highlighting display. Results The eye‐controlling highlighting display improved visual search performance when words were used as searching target and when the target‐distractor similarity was high. No facilitative effect was found when digits were used as searching target or target‐distractor similarity was low. Conclusions The effectiveness of the eye‐controlled highlighting on a visual task was influenced by both stimulus type and target‐distractor similarity. These findings provided guidelines for modern interface design with eye‐based displays implemented.

Sinyal ilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarak görüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak, bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Bu çalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketi verileriyle destekleyerek incelemektedir. Çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümünden 34 öğrenci katılımcı olarak yer almıştır ve katılımcılar kontrol ve deney grubuna rasgele atanmıştır. Deney grubuna katılan öğrencilere önemli noktalar üzerinde vurgulamalar yapılarak sinyal ilkesi uygulanmış MS Power Point sunuları gösterilirken kontrol grubuna aynı sunuların üzerinde vurgulamalar yapılmamış hali gösterilmiştir. Veri toplama aşamasında katılımcılara ön test, son test ve hatırlama testi uygulanmıştır. Ayrıca, çalışma sırasında katılımcıların göz hareketleri verileri (sabitleme süresi, sabitleme sayısı ve ilk sabitleme süresi) kaydedilmiştir. Çalışma sonuçları incelendiğinde, deney grubundaki öğrencilerin son test ve hatırlama testi sonuçlarına göre kontrol grubundaki öğrencilerden daha yüksek puanlar aldıkları tespit edilmiştir ama iki grup arasında anlamlı bir farklılık bulunamamıştır. Göz izleme verilerinin analizine göre ise, sinyal ilkesi kullanımı öğrencilerin dikkatini ilgili kelimelere yöneltmiş ve bilişsel yükünü azaltmıştır. Dahası, başarı test sonuçlarından ve göz izleme verilerinden elde edilen bulgular birbiriyle tutarlı sonuçlar ortaya koymuşlardır.

Consultations in healthcare settings involve an initial phase of “history-taking”, during which the healthcare professional examines the client for symptoms by asking questions, making the client show symptoms on his or her own body, and performing bodily examinations. But how can bodily symptoms be identified when the interaction is video-mediated and sensory access is limited? One key resource here is “body showings”. However, research suggests that video-mediated teleconsultations reduce body showings due to both technical difficulties and sensory obstruction. In this paper, we provide a contrary case that shows two types of practices employed for successful history-taking through body-part showings. Based on an analysis of an “evocative showing sequence” (Licoppe, 2017), we present two types of gestural highlighting practices, via two types of showing sub-sequences: 1) “mimicable body part highlighting”, which occurs in a sequence of “adapting-body-to-frame”; and 2) “direct body part highlighting”, which occurs in a sequence of “adapting-frame-to-body”. The paper uses a single case to discuss how gestures work in a video-mediated context and how sensory judgements are not just a property of the healthcare professional, but are distributed to clients who are able to creatively adapt to situated contingencies in order to accomplish common understanding about the symptoms. The data consist of video-recorded, video-mediated physiotherapy consultations in Denmark, analysed using ethnomethodological conversation analysis (EMCA). The paper contributes to EMCA research on mediated interaction and embodied, gestural and sensorial practices.

Many people with aphasia have a strong desire to participate in reading activities despite persistent reading challenges. Digital reading devices and text-to-speech (TTS) technology are increasing in popularity and have the potential to help people with aphasia. Systematic investigation of modifiable TTS features provides a means of exploring this potential. This study's aim was to evaluate the effect of digital highlighting synchronised with TTS auditory and written output on reading comprehension by people with aphasia and to determine their highlighting preferences. This work was registered with clinicaltrials.gov and assigned the clinical trial registry number 01446 r prior to initiation of data collection. Twenty-five adults with aphasia read and listened to passages presented in three synchronised highlighting conditions: sentence highlighting, single word highlighting, and no highlighting. Participants answered comprehension questions, selected most and least preferred conditions, and provided feedback explaining highlighting preferences. Comprehension accuracy did not vary significantly across presentation conditions, but participants preferred either single word or sentence highlighting over no highlighting. Neither word nor sentence highlighting benefitted or hindered comprehension by people with aphasia as a group, but individual differences may occur. Clinicians should attend to personal preferences when implementing digital highlighting as a reading support strategy. [ABSTRACT FROM AUTHOR]

This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed. [ABSTRACT FROM AUTHOR]

Abstract Principal question of This paper is comparative pondering metaphors that illustrate the relation and similarity of thoughts rubaiyat and talasem. Theoretically, the study is based on conceptual metaphor theory that raises metaphors from a rhetorical technique to an instrument for thought and cognizance. At first the paper re-conceptualizes the foregoing theory based on key terms of cognitive linguists. then have presented the metaphors that are the same for rubaiyat and talasem. It also conceptually divides the metaphors into four groups:1)created similar of obliged captive; 2)animal similar of human; 3) world similar of building; 4) world similar of circle. Then it investigates negative metaphors and ambiguous metaphors and analyzes them cognitively. Similarly, it presents the artistic techniques related to metaphors and specifies what the poets’ techniques are in producing these metaphors. The paper ends with this conclusion that outlooks Aboomazi in talasem indicatives intertextuylity and reflexe of Khayam’s philosophical discourses

Firms can engage social pressures in a variety of substantive and symbolic ways, such as highlighting (pursuing both substantive and symbolic activities) and decoupling (pursuing only symbolic appearance while avoiding substantive action). To better understand such responses to social pressures, we offer an integrative institutional-cognitive model suggesting that publicly traded status, certainty regarding the social pressure itself and perceived threats in the firm's issue array predict firms' highlighting and decoupling. We test these ideas using data on how restaurants responded to a major nutritional pressure campaign. Our findings suggest that when firms face social pressures, managers' perception regarding issue certainty and perceived threats in the firm's issue array positively affects a highlighting response. Furthermore, both the managerial accountability associated with publicly traded status and issue array threats negatively affects response decoupling. Taken together, these results suggest that cognitive elements are the more consistent drivers of response to social pressures, and we discuss these findings in light of their theoretical relevance and suggest future directions for research. [ABSTRACT FROM AUTHOR]

Providing single-modality cueing (either visual cueing or auditory cueing) in multimedia lessons does not consistently improve learning outcomes. In 3 eye-tracking experiments, some students learned an onscreen lesson with an oral explanation of graphics and then took a posttest on the material (no cues group). Across all 3 experiments, students spent more time attending to the relevant portion of the graphic and performed better on posttests if coordinated cues were added to the lesson (coordinated dual cues group), in which key elements were spoken with deeper intonation (auditory cue) at the same time the element turned red in the graphic (visual cue). Presenting coordinated visual and auditory cues also resulted in better posttest performance than presenting only a visual cue (visual-only cues group) or auditory cue alone (auditory-only cues group) in Experiment 1, or presenting visual and auditory cues that were unmatched (mismatched dual cues group) in Experiment 2 or unsynchronized (visual-before- auditory cues group and visual-after-auditory cues group) in Experiment 3. These findings extend and sharpen the signaling principle concerning how best to highlight instructional material in multimedia learning, using coordinated auditory and visual cues. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effects of using one or two computer-supported learning strategies on learning processes (as measured by integrative eye movements through eye-tracking methodology) and learning outcome (as measured by memory and comprehension tests). Sixth-grade students selected from four schools located in Santiago, Chile read a two-paragraph text on a computer screen and were asked either to read it (read-only group), highlight text as they read (highlighting group), type notes from the text into a textbox as they read (notetaking group), fill in an interactive graphic organizer (graphic organizer group), highlight first and then take notes from the text (highlighting + notetaking group) or highlight first and then fill in an interactive graphic organizer (highlighting + graphic organizer group). The graphic organizer group, highlighting + graphic organizer group, and highlighting + notetaking group each made significantly more integrative eye movements between the two paragraphs during learning (indicating better learning processes) and produced higher comprehension test scores (indicating better learning outcomes) as compared to the read-only group, whereas the highlighting group and notetaking group did not. Results are consistent with the idea that filling in graphic organizers is a generative learning strategy, whereas highlighting and typing notes into a textbox are not generative learning strategies. Similarly using two learning strategies together (notetaking and highlighting) leads to generative learning even though using either one of those strategies alone does not, so in this case two learning strategies are better than one. [ABSTRACT FROM AUTHOR]

Abstract: Objective: With the increasing amount of information presented on current human–computer interfaces, eye‐controlled highlighting has been proposed, as a new display technique, to optimise users’ task performances. However, it is unknown to what extent the eye‐controlled highlighting display facilitates visual search performance. The current study examined the facilitative effect of eye‐controlled highlighting display technique on visual search with two major attributes of visual stimuli: stimulus type and the visual similarity between targets and distractors. Method: In Experiment 1, we used digits and Chinese words as materials to explore the generalisation of the facilitative effect of the eye‐controlled highlighting. In Experiment 2, we used Chinese words to examine the effect of target‐distractor similarity on the facilitation of eye‐controlled highlighting display. Results: The eye‐controlling highlighting display improved visual search performance when words were used as searching target and when the target‐distractor similarity was high. No facilitative effect was found when digits were used as searching target or target‐distractor similarity was low. Conclusions: The effectiveness of the eye‐controlled highlighting on a visual task was influenced by both stimulus type and target‐distractor similarity. These findings provided guidelines for modern interface design with eye‐based displays implemented. [ABSTRACT FROM AUTHOR]

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Objective: Word embeddings project semantically similar terms into nearby points in a vector space. When trained on clinical text, these embeddings can be leveraged to improve keyword search and text highlighting. In this paper, we present methods to refine the selection process of similar terms from multiple EMR-based word embeddings, and evaluate their performance quantitatively and qualitatively across multiple chart review tasks.Materials and Methods: Word embeddings were trained on each clinical note type in an EMR. These embeddings were then combined, weighted, and truncated to select a refined set of similar terms to be used in keyword search and text highlighting. To evaluate their quality, we measured the similar terms' information retrieval (IR) performance using precision-at-K (P@5, P@10). Additionally a user study evaluated users' search term preferences, while a timing study measured the time to answer a question from a clinical chart.Results: The refined terms outperformed the baseline method's information retrieval performance (e.g., increasing the average P@5 from 0.48 to 0.60). Additionally, the refined terms were preferred by most users, and reduced the average time to answer a question.Conclusions: Clinical information can be more quickly retrieved and synthesized when using semantically similar term from multiple embeddings. [ABSTRACT FROM AUTHOR]

Learners should become cognitively active to profit from multimedia representations. However, whether novices’ cognitive engagement should be augmented by behavioral engagement during multimedia learning is controversial. We find support for both stances in the literature: high cognitive engagement and high cognitive-plus-behavioral engagement. We investigated the effectiveness of two types of prompts corresponding to these stances. Study 1 (44 8th-graders) tested a group with think prompts versus a group with think-and-do prompts, whereas Study 2 (94 8th-graders) aimed to additionally investigate whether prompts per se revealed an effect. Although prompts prolonged learning time, think prompts promoted knowledge acquisition. Our findings show that learners who engaged in cognitive activity outperformed those who were prompted for cognitive and behavioral engagement. Pure cognitive engagement benefited retention, transfer, and the retrieval of information focused by prompts. We discuss reasons why behavioral engagement can be detrimental. [ABSTRACT FROM AUTHOR]

This article examines the effectiveness of a software that supports formative assessment in real-time of learners' vocabulary knowledge through an interactive highlighting method. Students in a classroom are given a passage on their computer screen and asked to highlight the words they do not understand. This information is summarized on the instructors screen by highlighting in red the words most highlighted, in orange the second most highlighted, and in yellow the third most highlighted, with a superscript showing the number of students who selected each word. The instructor projects this summary on a screen for the whole class and use it to guide activities on how to comprehend the passage. In Experiment 1, college students who learned with interactive highlighting in a single-session study scored higher on a vocabulary test (d = 1.14) but not on a comprehension test as compared to a control group that studied the same passage without interactive highlighting. In Experiment 2, high school students who learned with interactive highlighting across a 10-week program scored higher on a standardized reading comprehension test as compared to a control group that studied without interactive highlighting (d = 1.60 in school 1, d = 1.17 in school 2). [ABSTRACT FROM AUTHOR]

One of the important fields of research and study which recently has been absorbed a lot of attention is Persian literature review, based on new theories of linguistics and literature. The theory of ‘‘deviation of norm'' is one of these theories which the first time was offered by “Leech”. It is also one of the main causes of emerging literary style. In the current study, to answer the question of how “Sana’ee’' has benefited of phonetic deviation of norm in literary creation, His Mathnavies, includes Hadiqat al Haqiqa, Seyr-Al-ebad, Aghl Nameh, Esgh Nameh, Sana’ee Abad, Tahrimat al Ghalam, Tariqat al Tahqiq and Karnam-e-Balkh have been reviewed based on this theory. Hakim Sana’ee is a great poet and mystic Sublime of the sixth century and is the absolute masters of Persian poetry. He was born in the mid or early of the second half of the fifth century in Ghazni. He is the first poet who has entered Sufi and Qalandaris terminology into poetry. According to topic he used verses and Hadith in his poetry as well as medicine, astronomy, and Thaphsir. Sana’ee's works include: Koliat-e-Divan, Hadiqat al Haqiqa (Fakhi Nameh or Ilahi Nameh), Karnameh-eBalkh (Motaie Nameh), Sial Ibad Ilal Maead, Tahrimat al Ghalam and Sana’ee’Makatib. Other works that apparently referred to Sana’ee include: Tariqat al Tahqiq, Aql Nameh, Eshq Nameh and Sana’ee Abad. To do this, such Mathnavies were examined in terms of referrals of phonetic deviation of norm, such as abdal, saturation, discount, etc. Anonymous poem should be fluent and beautiful views. Both form and meaning must be good without blemish. The word has a great importance in his poetry. And if he wants to employ a word in his poetry, rhyme restriction does not prohibit him from doing so. By checking out his lyrics it was cleared that, like other poets, in case of necessity rhyme he has used phonetic 'deviation of norm' and in some cases phonetic 'deviation of norm' has been used in order to create innovative array to increase music lyrics more effective. The innovation in this field means that causes the rhetorical cohesion through makes the word of literary phonetic and musical relationships. In fact, the poet with the using it in the poetry rhetorical figure has established a strong link between the words as well as creating a kind of music in word. According to the results, in Sana’ee’poems Litotes is the most frequent phonetic deviation of norm and intensification process is the least frequent one. Despite such literary status, the Aql nameh Mathnavies, by no means cannot be compared with Hadiqat Masnavi, Sana’ee has applied the largest number of phonetic deviation of Norm in this work. While Hadiqat has highest number of phonetic deviation of norm namely 3697 but in proportion of literature, has the last place of using deviation of norm. Perhaps Sana’ee became more mature in language and literature of words, phonetic deviation of norm that was related to the exigencies of rhyme and rhythm, has been further weakened in his the poem. Sana’ee has benefited from all subsets vocal deviation of norm in his poetry. Litotes is the most frequent phonetic deviation of Norm and intensification process is the least frequent one. [ABSTRACT FROM AUTHOR]