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The role of the working memory in the early phases of learning to read
No full textSeveral studies have revealed that the working memory and its components are involved in the process of learning to read and Baddeley’s model (1986) best grasps this process as a whole. The first aim of this study is to carry out a longitudinal study on typical developed children, in order to assess the temporal evolution of the working memory process in relation to the transcoding process. The second purpose of this study is to compare the development of typical working memory process in children speaking two different languages characterized by different orthographic consistency. Methods. 134 children, 93 Italian and 41 English, are evaluated twice through a test battery during a 12 months period. The effects of gender and age are assessed on each variable of the test. The ANOVA test is used to assess notable discrepancies between sub-groups of children and a series of distinct correlation and regression analyses are carried out on both samples in the two administration times in order to assess the relation between working memory and decoding functions in both lexical and sub-lexical components. The Italian sample, in the preschool phase, shows that the decoding abilities particularly activates the short-term visuospatial component and only in minor part the verbal elements. During the first learning phases, instead, the verbal parts prevail on the visuospatial ones. In the English sample, during the preschool phase, the phonological decoding seems to be predicted by the short-term verbal memory, whereas the direct lexical access by the visuospatial memory ability. Instead, during the first learning phases, the English children show to employ more visuospatial resources in phonological decoding and more cognitive resources in lexical access. Pupils reading in English employ mainly logographic strategies in word recognition, whereas Italian children seem to principally adopt serial decoding strategies. This research proves that a developmental modification of the working memory system, consonantly with the native language, occurs after the beginning of an intentional and regular exposure to education. Moreover it is proved that various systems participate in the acquisition of the reading abilities, depending on the developmental stage
The functional imaging of recall
No full textAn associative theory of implicit and explicit memory, G.H. Bower; encoding and retrieval processes - similarities and differences, F.I.M. Craik, M. Naveh-Benjamin, N.D. Anderson; memory imagery - a visual trace is not a mental image, C. Cornoldi, R. de Beni, F. Giusberti, M. Massironi; imaginary memories, E.F. Loftus; the rise and fall of semantic memory, J.M. Mandler; stories, selves and schemata - a review of ecological findings, U. Neisser; associative processes in false recall and false recognition, H.L. Roediger III, K.B. McDermott, K.J. Robinson; the functional imaging of recall, T. Shallice, P. Fletcher, R. Dolan; three dimensions of spatial cognition, B. Tversky. Part contents.
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Children's and adults' processing of anomaly and implausability during reading: evidence from eye movements
No full textThe eye movements of 24 children and 24 adults were monitored to compare how they read sentences containing plausible, implausible, and anomalous thematic relations. In the implausible condition the incongruity occurred due to the incompatibility of two objects involved in the event denoted by the main verb. In the anomalous condition the direct object of the verb was not a possible verb argument. Adults exhibited immediate disruption with the anomalous sentences as compared to the implausible sentences as indexed by longer gaze durations on the target word. Children exhibited the same pattern of effects as adults as far as the anomalous sentences were concerned, but exhibited delayed effects of implausibility. These data indicate that while children and adults are alike in their basic thematic assignment processes during reading, children may be delayed in the efficiency with which they are able to integrate pragmatic and real-world knowledge into their discourse representation
Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding
No full textFor this research, we used a dual-task approach to investigate the involvement of working memory in following written instructions. In two experiments, participants read instructions to perform a series of actions on objects and then recalled the instructions either by spoken repetition or performance of the action sequence. Participants engaged in concurrent articulatory suppression, backward-counting, and spatial-tapping tasks during the presentation of the instructions, in order to disrupt the phonological-loop, central-executive, and visuospatial-sketchpad components of working memory, respectively. Recall accuracy was substantially disrupted by all three concurrent tasks, indicating that encoding and retaining verbal instructions depends on multiple components of working memory. The accuracy of recalling the instructions was greater when the actions were performed than when the instructions were repeated, and this advantage was unaffected by the concurrent tasks, suggesting that the benefit of enactment over oral repetition does not cost additional working memory resources
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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