1,720,976 research outputs found
Cambiamenti nello sviluppo semantico in bambini di 3, 4 e 5 anni.
No full textIn questo lavoro presentiamo una batteria di test che valuta le seguenti componenti dell’abilita’ semantica: la capacità di categorizzare oggetti utilizzando relazioni tassonomiche; la conoscenza di legami associativi tra oggetti e situazioni; l’abilità di memorizzare legami tra oggetti e parole; l’abilità di rappresentare esplicitamente categorizzazioni e significati delle parole. Abbiamo somministrato la batteria a 150 bambini di 3, 4, e 5 anni. I risultati mostrano, al crescere dell'età, un aumento statisticamente significativo sia delle relazioni tassonomiche numero con cui gli oggetti vengono correttamente raggruppati sia del numero di oggetti che vengono correttamente associati a una situazione. Il recupero mnestico di un legame oggetto-parola si sviluppa in termini di efficienza ma i profili di facilitazione sono costanti: in ogni fascia di età i legami associativi permettono un miglior recupero delle parole target, seguiti dalle relazioni tassonomiche e infine da quelle arbitrarie. Il numero delle risposte con cui vengono esplicitate le categorizzazioni tassonomiche o con cui vengono definite parole target utilizzando termini o relazioni linguistiche aumenta in maniera statisticamente significativa solo nel gruppo dei bambini di 5 anni
Semantic abilities predict expressive lexicon in children with typical and atypical language development
No full textIn this study we used a semantic battery assessing the conceptual, lexical, and metacognitive level in semantic relationships to predict expressive lexicon in preschool children with typical and atypical language development. Our regression analyses showed that the tests of our semantic battery altogether accounted for 24% of variance in expressive lexicon after controlling for age and phonological short-term memory. The ability to memorize picture-cue/word pairs that were linked by taxonomic relations made a unique contribution to the expressive lexicon, and was a reliable marker of delayed expressive vocabulary in a group of children with specific language impairment. © 2010 Psychology Press
Exploring Numeracy Development Across the Lifespan: Comparing Symbolic and Non-Symbolic Representations
No full textResearch on numeracy development is increasingly relevant due to its importance across the lifespan, impacting academic achievement in children, work success in adults, and managing everyday demands in elders. Despite this, few studies directly address the issue. To investigate numeracy development, we administered a PC-presented parity judgment (PJ) task to children, young adults, and elderly participants, collecting response accuracy and reaction time (RT). Our task included Arabic digits (symbolic), dots (non-symbolic), and finger-based representations, as numeracy may be associated with both symbolic and non-symbolic formats. Fingers promote numerical skills development from early childhood (e.g. Noel, 2005), and several studies highlight a physiological association between fingers and number representations even in adults (e.g. Rusconi et al., 2005). By including finger-based numerical representation we aimed to verify whether access to quantity representation conveyed by fingers follows the same pattern as non-symbolic numerical format (dots) or is closer to Arabic symbols. The research sample consisted of 96 participants: 22 8-year-old children (17F), 21 10-year-old children (13F), 22 elderly participants (10F; M= 68.5 years; range 62-79); 31 young adults (16F; M= 24.13 years; range 19-37). Analyses were conducted using Mixed Effects Models. For accuracy, results showed a main effect of Age and Condition (Arabic, fingers, dots): 8-year-olds performed significantly lower than young adults and the elderly (p < .001), and 10-year-old children performed similarly to adults and the elderly. Regarding Condition, dot performance was significantly lower than that with Arabic digits (p < .001) while correct responses with fingers and Arabic digits did not differ. For RTs, the main factor Age was significant: 8-year-olds had significantly longer RTs than other groups in all conditions, while 10-year-old children did not differ from young adults and the elderly. In conclusion, a developmental trend regarding accuracy aligns performances when presented with stimuli represented by fingers and Arabic digits, supporting the hypothesis of a stronger association between hands and numbers compared to dots. RTs, however, do not seem to support this finding as no differences were found between the different stimulus presentation modalities. Limitation: small sample size
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
From phonological recoding to lexical reading: A longitudinal study on reading development in Italian
No full textIn this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from phonological to lexical reading. A group of 28 Italian children was tested in four phases. Language and cognitive skills were first assessed in the preschool. Reading performance was then tested in three different sessions, in grade 1 and 2, using off-line naming tasks. To identify lexical reading we included in our test Italian words that have atypical stress assignment and can be pronounced with fluent prosody only by using lexical look up. Our findings show that phonological reading develops from aloud conversion of small orthographic units (e.g., single graphemes) to aloud conversion of whole strings. Such development underlies a systematic expansion of lexical reading. Children who deployed lexical reading for a low percentage of words at the end of grade 2 were likely to rely on grapheme by grapheme conversion still at the end of grade 1. Phonological, lexical, visual attention, and orthographic memory skills contribute to the systematic development of lexical reading
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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