Academic literature on the topic 'Aptitude verbale'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Aptitude verbale.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Aptitude verbale"
1
Collot, Michel. "La Mémoire en chantant : subversion des frontières de mots et de phrases dans les textes de chansons." Études littéraires 27, no. 3 (April 12, 2005): 29–40. http://dx.doi.org/10.7202/501093ar.
Full textAbstract:
Partant d'une réflexion sur les modes particuliers de réception et de mémorisation des textes de chanson, l'auteur s'interroge sur leur aptitude à être découpés selon d'autres articulations que celles qu'imposent la syntaxe, la logique, et même la langue. Une des raisons de ces découpages singuliers tient à l'interférence entre phrase verbale et phrase musicale, aux multiples distorsions que le rythme et la mélodiei ntroduisent dans la scansion et dans l'intonation de l'énoncé. L'auteur analyse ensuite la façon dont Georges Brassens exploite systématiquement ces distorsions dans une de ses chansons. « le Vin ». Il suggère en conclusion un rapprochement entre cette pratique et certains caractéristiques du message poétique et du discours de l'Inconscient.
2
Brizuela, Armel, Karol Jiménez-Alfaro, Nelson Pérez-Rojas, and Guaner Rojas-Rojas. "Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas / Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests." Revista Costarricense de Psicología 35, no. 1 (June 29, 2016): 17. http://dx.doi.org/10.22544/rcps.v35i01.02.
Full textAbstract:
<p>Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universitarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una evidencia de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.</p><p> </p><p>Abstract:</p><p>Abstract Current standards for assessing the psychometric quality of psychological and educational tests stipulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the “Academic Aptitude Test” (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.</p>
3
Robles Bonifacio, Carlos, and Esperana Vázquez González. "LA INFLUENCIA DE LAS COMPETENCIAS VERBALES EN EL ÉXITO ESCOLAR." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 351. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.754.
Full textAbstract:
Abstract.This communication is part of a wider project that is made up of two research papers and the implementation of a preventive program of verbal communication skills. The first part of the project underlying this communication is based in the investigation of the influence of verbal skills in the academic failure of students in first grade of secondary school (E.S.O). The most important reasons for which I chose this age group of the students are the high academic failure in these ages, and the continued and compelling interest of the school community in reaching higher verbal skills in this transitional stage. In this research, performed on 300 students of First grade of secondary school (ESO), is intended to deepen and reflect on the link between language skills (focused on text comprehension) and the acquisition of new knowledge, since to provide new knowledge is critical in order to achieve a more active learning and better academic results. Throughout this research we will study different aspects such as the study of the relationship, already established in the literature, between mental abilities (IGF tests) and academic performance in each of the subjects. I will also evaluate the influence that the verbal factor and its meaningful utilization on academic performance, as well as the differences between gender in regards to verbal skills and academic failure. The research will also establish the possible relationship between verbal analogies, completing sentences and academic performance. All this with the purpose of demonstrating and remembering the importance of verbal skills, in order -after this research study- to keep investigating and providing solutions to improve these skills in students in their personal life and as a result, in their academic, family and social spheres.Key words: verbal skills, school success, language proficiency, reading skills, intellectual abilities, verbal skills, academic failure, academic performance, spheres.Resumen.Esta comunicación es parte de un proyecto más amplio compuesto por dos investigaciones y la puesta en práctica de un programa preventivo de competencias verbales. La primera parte del proyecto, en la que se basa esta comunicación, consiste en la investigación de la influencia de las competencias verbales en el fracaso académico en los alumnos de Primero de la E.S.O. Las razones más importantes, al elegir la edad de estudio de los alumnos, son el aumento del fracaso académico en estas edades y el continuo y apremiante interés por parte de la comunidad escolar en fortalecer y alcanzar un mayor logro de las competencias verbales en esta etapa de transición. Esta investigación, llevada a cabo en 300 alumnos de Primero de la ESO, pretende profundizar y reflexionar sobre la vinculación existente entre competencia lingüística (centrada en la comprensión de textos) y la adquisición de nuevos conocimientos. Puesto que facilitar nuevos conocimientos es determinante para lograr un aprendizaje más activo por parte del alumno y un mayor logro en los resultados académicos. A lo largo de la investigación se van a estudiar distintos aspectos tales como constatar la relación, ya establecida en la literatura, entre aptitudes mentales (prueba IGF) y rendimiento académico en cada una de las asignaturas. Valorar la influencia que pueda ejercer el factor verbal y su utilización significativa en el rendimiento académico, así como las diferencias entre sexos en relación a la aptitud verbal y al fracaso académico. Además intentará establecer las posibles relaciones entre las analogías verbales, completar oraciones y el rendimiento académico. Todo ello con la intención de demostrar y recordar la relevancia de las competencias verbales, para desde esta investigación seguir trabajando y aportando soluciones para mejorar dichas competencias en los alumnos (ámbito personal) y como consecuencia en el ámbito académico, familiar y social.Palabras clave: competencias verbales, éxito escolar, dominio lingüístico, comprensión lectora, aptitudes intelectuales, aptitud verbal, fracaso académico, rendimiento académico, ámbitos.
4
Ferreira, Aristides I., Leandro S. Almeida, Gerardo Prieto Adánez, and M. Adelina Guisande. "Memoria e inteligencia: interdependencia en función de los procesos y contenidos de las tareas." Universitas Psychologica 11, no. 2 (March 16, 2011): 455–67. http://dx.doi.org/10.11144/javeriana.upsy11-2.miif.
Full textAbstract:
Este trabajo procura analizar las características de los factores específicos de la memoria (procesos o contenidos) asociados a Gsm del modelo CHC. Para esto, a una muestra de estudiantes universitarios se le administraron tareas de memoria con diferentes contenidos, varios tests de aptitudes y una prueba de inteligencia general. Se evaluaron dos modelos que relacionan la aptitud general Gsm, bien con la memoria de trabajo y la amplitud de memoria, bien con aptitudes verbales-numéricas y viso-espaciales. Los resultados muestran, para ambos modelos, buenos índices de ajuste, sin embargo, se encontraron datos de regresión estandarizados con una regresión positiva superior entre Gsm y memoria de trabajo y entre Gsm y contenido viso-espacial. También se debe destacar que en ambos modelos se observaron valores de regresión estandarizados de 0.54 y 0.73 entre Gsm y el factor g. Teniendo en cuenta los resultados obtenidos, se discuten algunas implicaciones del estudio para comprender la relación entre inteligencia y memoria.
5
Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (July 2016): 215–19. http://dx.doi.org/10.1027/1015-5759/a000247.
Full textAbstract:
Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.
6
Barry Ruback, R., and James M. Dabbs. "Talkativeness and verbal aptitude: Perception and reality." Bulletin of the Psychonomic Society 24, no. 6 (December 1986): 423–26. http://dx.doi.org/10.3758/bf03330570.
Full text
7
Goettl, Barry P., Shirley F. Snooks, Eric Day, and Wayne L. Shebilske. "Emphasis Change and Verbal Elaboration in Skill Acquisition: A Tale of Two Components." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1195–99. http://dx.doi.org/10.1177/1071181397041002105.
Full textAbstract:
The goal of this study was to examine the relationship between multiple emphasis on components (MEC) and verbal elaboration in the acquisition of a complex skill. Participants were trained using either MEC or emphasis on total score (TOT), with or without verbal elaboration between training modules. Results indicated low-aptitude learners performed better when trained with the MEC protocol than with the TOT protocol, but high-aptitude learners benefited from verbal elaborations. Analysis of the component scores indicated that the combined effects of verbal elaboration and MEC disrupted components representing implicit processing, and enhanced components representing explicit processes. These findings are consistent with other research on verbal elaboration and suggest that care must be taken when combining verbal elaboration with emphasis change instructions. More importantly, these results suggest ways to effectively combine the two protocols.
8
Ward, William C., Dan Dworkin, and Sybil B. Carlson. "KEYLIST ITEMS FOR THE MEASUREMENT OF VERBAL APTITUDE." ETS Research Report Series 1986, no. 2 (December 1986): i—37. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00183.x.
Full text
9
Vera, María, and José A. Cortés. "Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT." International Journal of Environmental Research and Public Health 18, no. 24 (December 14, 2021): 13184. http://dx.doi.org/10.3390/ijerph182413184.
Full textAbstract:
Understanding factors that influence academic performances is vital. The aim of this study is to longitudinally test, with three timepoints, the unique contribution of several predictors to academic performance. In a sample of 796 Ecuadorian students, dominance analyses were performed with the R program to test the relative and unique importance of the seven variables under study (verbal aptitude, numerical aptitude, abstract reasoning, emotional regulation scenarios, emotional regulation self-questionnaire, and academic performance measured in timepoint one and two) for academic performance, measured in timepoint three in the entire sample and separately in each of the ten degrees in the academic center. Results show that the strongest predictors are past academic performance, followed by gender, numerical aptitude, scenarios, verbal aptitude, abstract reasoning, and, finally, the emotional regulation self-questionnaire. This study contributes to explaining the complex topic of academic performance. More studies are needed in order to better understand the role played by emotional intelligence, as well as differences between different degrees or areas of study.
10
Wagener, Thomas. "Aptitude measures in SLA." Study Abroad Research in Second Language Acquisition and International Education 3, no. 1 (March 30, 2018): 1–31. http://dx.doi.org/10.1075/sar.16012.wag.
Full textAbstract:
Abstract The present study examines a US Department of Defense (DOD) foreign language program using linear and logistic regression to model foreign language proficiency growth over three time intervals. The analysis demonstrates growth from start to finish for a program involving domestic immersion and study abroad and tests the ability of aptitude and achievement measures to predict that growth for a group of 80 students. The findings suggest that a measure of foreign language aptitude and a measure of quantitative aptitude differentiate learning outcomes for the intensive domestic immersion portion of the program while measures of quantitative aptitude and native language verbal aptitude differentiate later-stage learners on the study abroad portion of the program.
Dissertations / Theses on the topic "Aptitude verbale"
1
Verreault, Martine. "Programmes d'activités de lecture interactive et développement cognitif de jeunes enfants : mesures d'impact et comparaison d'échelles d'évaluation (Bayley et Stanford-Binet) /." Montréal : Université du Québec à Montréal, 2005. http://accesbib.uqam.ca/cgi-bin/bduqam/transit.pl?&noMan=24043325.
Full text
2
Sauvé, Nathalie. "Effet d'un programme de lecture dialogique en milieu de garde et à domicile sur le développement d'enfants de deux milieux socio-économiques /." Montréal : Université du Québec à Montréal, 2005. http://accesbib.uqam.ca/cgi-bin/bduqam/transit.pl?&noMan=24144732.
Full text
3
Theofanopoulou, Constantina. "Implications of oxytocin in speech." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666660.
Full textAbstract:
In my thesis I investigate the evolution of human sociality and its possible role for providing a scaffold to the evolution of language. My approach is multidisciplinary and includes studies ranging from genomic analyses to behavioral experiments in songbirds. My hypothesis is that oxytocin is a good candidate molecule that could help us decipher the role the evolution of our sociality plays in the evolution of language, as well as the role of social reward/motivation in language acquisition.
I study the evolution of human sociality mainly through the lens of the ‘self-domestication’ hypothesis, according to which natural selection in humans favored increased prosociality over aggression (Hare 2017), giving rise to a behavioral and an anatomical phenotype that is reminiscent of the one we witness in domesticated species. In Theofanopoulou et al. 2017 (Chapter 1) we examine if this old hypothesis, stemming from thoughts formulated in Darwin 1888, makes sense at a genetic level. We identify a statistically significant intersection of genes under positive selection in modern humans and in one or more domesticated species.
Oxytocin/vasopressin receptors are among the genes that have been studied the most in the context of domestication and social cognition. We studied variant changes in these genes between modern humans and our extinct (Neanderthals and Denisovans) and extant relatives (macaques, bonobos, chimpanzees) (Theofanopoulou et al. 2018, Appendix Chapter 1) and report 29 variants which were clustered based on their presence in the species studied and discuss their functional relevance.
In Theofanopoulou 2016 (Chapter 2) I put together studies from the literature that point to a role of oxytocin in modulating the multimodality that characterizes our linguistic ability. I follow a bottom up approach, starting off from possible genetic interactions that could support this role, and ending with evidence from EEG (electroencephalography) and behavioral studies.
In Theofanopoulou, Boeckx, and Jarvis 2017 (Chapter 3), we propose specific neural mechanisms through which oxytocin could modulate brain regions that are specialized for vocal/speech learning directly, or indirectly through its interaction with dopaminergic neurons.
In Theofanopoulou et al. (Appendix Chapter 2) we experimentally address the traditional idea that social reward enhances learning in the realm of vocal learning. In human studies it is not possible to dissociate social reward from vocal learning and study its exact impact on it, so we attempted such a dissociation developing a vocal learning behavioral paradigm with and without social reward in zebra finches. We found that social reward gates their vocal (pitch) learning.
In Theofanopoulou et al. (Appendix Chapter 3), we manipulated the oxytocin-system in zebra finches and found that an administration of an oxytocin-antagonist leads to a significant drop in the number of introductory notes in their love song.
In Theofanopoulou et al. (Appendix Chapter 4) we study the synteny (genomic territory) of the oxytocin and vasopressin/vasotocin ligands and receptors in 33 vertebrate genomes and 4 invertebrate outgroups and we propose an evolutionary history and a new universal vertebrate nomenclature for all these genes.
In conclusion, Ι believe that this thesis offers a fertile ground for future experiments seeking to unravel the effect of social reward in vocal learning developmentally, something that can shed light to the effect that the evolution of our sociality might have had in the evolution of a fully- fledged language in our species. My thesis also lends evidence to a specific hypothesis under which our sociality can be studied, the ‘self-domestication’ hypothesis. Further, the oxytocin
and vasotocin systems are shown to be good candidates for uncovering changes that might have had an effect on the evolution of prosociality, but also changes that affect vocal learning behaviors. Lastly, my thesis proposes a universal nomenclature for the vertebrate oxytocin and vasotocin ligands and receptors that is meant to allow easier translation of findings across vertebrates and to foster more informative design of functional experiments across species.
References
Darwin, C. (1888). The descent of man and selection in relation to sex. Murray.
Hare, B. (2017). Survival of the Friendliest: Homo sapiens Evolved via Selection for Prosociality. Annual Review of Psychology, 68(1), 155–186.
https://doi.org/10.1146/annurev-psych-010416-044201
Theofanopoulou, C., Andirko, A., & Boeckx, C. (2018). Oxytocin and Vasopressin Receptor variants as a window onto the evolution of human prosociality. BioRxiv, 460584. doi: http://dx.doi.org/10.1101/460584. (Appendix Chapter1)
Theofanopoulou, C. (2016). Implications of oxytocin in human linguistic cognition: From genome to phenome. Frontiers in Neuroscience, 10(271). https://doi.org/10.3389/fnins.2016.00271 (Chapter 2)
Theofanopoulou, C., Boeckx, C., & Jarvis, E. D. (2017). A hypothesis on a role of oxytocin in the social mechanisms of speech and vocal learning. Proceedings of the Royal Society B: Biological Sciences, 284(1861), 20170988. https://doi.org/10.1098/rspb.2017.0988
(Chapter 3)
Theofanopoulou, C., Gastaldon, S., O’Rourke, T., Samuels, B. D., Tiago Martins, P., Delogu, F., … Boeckx, C. (2017). Self-domestication in homo sapiens: Insights from comparative genomics. PLoS ONE 12(10): e0185306. https://doi.org/10.1371/journal.pone.0185306 (Chapter 1)
Theofanopoulou, C., Lipkind, D., Tchernichovski, O., Boeckx, C., & Jarvis, E.D. (Appendix Chapter 2). Selective vocal learning in a social reward context.
Theofanopoulou, C., Boeckx, C., & Jarvis, E. D. (Appendix Chapter 3). Pilot study: testing the effect of intranasal administration of an oxytocin-receptor antagonist in adult zebra finch directed singing.
Theofanopoulou, C., Gedman, G., Cahill, J. A., Boeckx, C., & Jarvis, E.D. (Appendix Chapter 4). A proposed universal nomenclature for the oxytocin and vasotocin ligand and receptor families and their evolutionary history.
4
Wickwire, Ann Jenkins. "The relationship between teacher verbal feedback, aptitude, and academic intrinsic motivation." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618837.
Full textAbstract:
The purpose of the study was to investigate the relationship between academic intrinsic motivation and positive teacher verbal feedback, negative teacher verbal feedback, and student aptitude for academic work. The research questions evolved from the Cognitive Evaluation Theory of Edward Deci (Deci & Ryan, 1985) in which intrinsic motivation develops out of a sense of competence and self-determination. In that teacher verbal feedback to students provide messages about academic competence, it was hypothesized that positive verbal feedback would enhance intrinsic motivation and negative verbal feedback would be detrimental to intrinsic motivation.;The subjects for the study were 368 fourth and fifth grade students. Student academic intrinsic motivation was measured by a questionnaire developed by Harter (1981). Aptitude was assessed with the Cognitive Abilities Test (Thorndike & Hagen, 1985). Negative and positive teacher verbal feedback reactions were determined by classroom observers who coded all teacher verbal feedback reactions to the students in accordance with the observation system developed by Brophy and Good (1969). Through factor analysis the positive feedback factor and the negative feedback factor were formed from the verbal feedback categories loading with those factors.;Results revealed that both aptitude and positive verbal feedback correlate positively with academic intrinsic motivation. Aptitude for school work, positive verbal feedback, and grade level contributed about 8% of the total variance of intrinsic motivation. Negative verbal feedback did not contribute to the prediction of the level of intrinsic motivation. Due to the low level of variance attributed to these factors, conclusions which could be drawn are limited. However, it was suggested that in addition to studying factors influencing the sense of competency, classroom factors which would contribute to a sense of autonomy need to be included in future studies.
5
Nakano, Tatiana de Cássia, Priscila Zaia, and Karina da Silva Oliveira. "Correlational study: verbal creativity and personality according to the Big Five Model in Brazilian students." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99657.
Full textAbstract:
In Brazil, few studies are found investigating the relationship between creativity and personality constructs, especially considering the Big Five Model. This study investigated a sample of 83 Brazilian high school students, between ages 14 and 18 years (M = 16.01, SD = 0.95) that answered two questionnaires, the Torrance Thinking Creatively with Words (Brazilian version) and the Bateria Fatorial de Personalidade (Factorial Battery of Personality). The results indicated significant correlations only between the socialization factor and twoverbal creative indexes (ICVI = .26; ICVII = .26). In the present study the investigated constructs are weakly related. The influence of the instrument and the theoretical modeladopted in the findings is discussed.En Brasil es escasa la literatura científica acerca de la relación entre los constructos de creatividad, personalidad y el Modelo de los Cinco Factores. A partir de la aplicación del Test de Pensamiento Creativo con Palabras de Torrance (versión brasilera) y la Batería Factorial de Personalidad en 83 estudiantes brasileros de secundaria, con rango de edad de entre 14-18 años (M = 16; DS = .95), se estudia la relación entre la creatividad verbal y la personalidad. Los resultados revelan la existencia de relaciones significativas bajas entre el factor socialización y dos índices creativos verbales (ICV I = .26; ICVII = .26). Se discute la influencia del instrumento y del modelo teórico asumido en los hallazgos.
No Brasil, a escassez de estudos que investigam a relação entre os construtos da Criatividade e Personalidade, principalmente considerando-se o modelo Big Five, pode ser notada. Neste cenário, a partir da aplicação dos testes Pensando Criativamente com Palavras de Torrance (versão brasileira) e a Bateria Fatorial da Personalidade, o presente trabalho pesquisou em uma amostra de 83 estudantes brasileiros do Ensino Médio, com idades entre 14 e 18 anos (M = 16.01, DP = .95) a relação entre os construtos referidos anteriormente. Os resultados indicaram a existência de correlações significativas apenas entre o fator Socialização e os dois índices criativos verbais (ICVI = .26; ICVII = .26), de modo a apontar que, nesta pesquisa, os construtos apresentamse pouco relacionados. Discutese a influência dos instrumentos edo modelo teórico adotado.
6
Comunicativas, Profesores de Habilidades. "Habilidades Comunicativas (HU90) 2010-0 (materiales)." Universidad Peruana de Ciencias Aplicadas - UPC, 2010. http://hdl.handle.net/10757/272382.
Full text
7
Sehgal, Sapna. "Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673694.
Full textAbstract:
This doctoral dissertation examines the effects of a short stay abroad (SA) experience on second language (L2) oral fluency development, taking into consideration individual differences in cognition and the study abroad experience. Relatively little attention has been paid to the cognitive aspects that influence L2 oral fluency gains. Following Segalowitz’s (2010) model, which emphasizes the underlying cognitive processes that affect L2 speech development, the present study investigates both utterance and cognitive fluency, specifically looking at the relationship between inhibitory control (an under-researched aspect of L2 cognition in the SA context) on L2 fluency gains. Forty-nine American students studying Spanish abroad in Barcelona were tested. First, this study investigates whether L2 oral fluency improves over a short stay abroad period, using an in-depth battery of L2 oral fluency measures. Second, we examine the relationship between L2 oral fluency gains and inhibitory control in the SA context, as we hypothesized that greater inhibitory control ability was related to L2 oral fluency gains. Third, we assess the extent to which individual differences in SA experience factors (such as the amount of self-reported language use, living situation and hours of language classes taken) affect L2 oral fluency gains over the SA period.
Picture based speech elicitation tasks were used to collect both L1 and L2 oral fluency data, and L2 oral fluency results were adjusted for the L1 where possible. To measure inhibitory control, both non-linguistic and linguistic inhibitory control tasks were used: a Simon task, a Letter (Phoneme) Decision task, and an L1-L2 and L2-L1 language switching task. Participants also completed a post-test questionnaire about their study abroad language use and experience.
Results showed little improvement in L2 speed, breakdown, and repair fluency development after a stay abroad. Participants spoke for a longer duration and had longer fluent runs. Contrary to our predictions, after adjusting for the L1, speed fluency data showed that participants spoke significantly slower at the end of their stay, while breakdown fluency results indicate that participants exhibited more silent and filled pauses at the end of their day, only becoming significantly less disfluent on one breakdown fluency measure (between clause silent pauses). A composite disfluency measure showed participants, on average, were less fluent in their L2 at post-test.
Inhibitory control ability was not found to relate to L2 oral fluency gains for most measures. A decrease in one disfluency measure –filled pauses between speech units (ASUs) – was significantly related to performance on the Letter (Phoneme) Decision test. Interestingly, participants were able to switch significantly faster into Spanish at the end of their stay than the beginning, which may be one indicator of increased inhibitory control.
Most fluency gains were not related to self-reported language use or other experience factors. Only 4 (of 25) fluency measures were significantly related to self-reported language use, one
measure was significantly related to classroom instruction hours, and one was significantly related to living situation. The results imply that these specific experiential factors themselves do not have a large impact on participants’ L2 oral fluency gains while abroad, although questionnaire data indicates participants perceived these factors to greatly affect their L2 oral fluency development.
Taken together, our findings suggest that a study abroad experience does not necessarily lead to L2 oral fluency gains. Measuring frequency and duration in L2 oral fluency measures and adjusting for the L1 brings insight to the data. Experience factors do not relate to L2 oral fluency gains, contrary to participant expectations and beliefs. Findings from the present study could be applied to pedagogy in the development of future SA programs.Esta tesis doctoral investiga los efectos de una estancia en el extranjero en el desarrollo de la fluidez de la lengua castellana de un grupo de 49 americanos que estudiaron durante tres meses en Barcelona. Siguiendo el modelo cognitivo de Segalowitz (2010), que se concentra en los procesos cognitivos detrás de la producción oral en segundas lenguas (L2), este estudio investiga tanto el concepto de fluidez en el discurso como la fluidez cognitiva que influye en el discurso. Primero, este estudio evalúa si una estancia corta en el extranjero resulta en una mejora de la fluidez oral, usando una batería de medidas, ajustándolas a la manera individual de hablar en inglés. Segundo, investigamos la relación entre las mejoras en la fluidez y el control de la inhibición, un aspecto de la cognición poco estudiado en lingüística. En tercer lugar, evaluamos cómo las diferencias individuales en su experiencia afectan la mejora del idioma durante la estancia en el extranjero. Los participantes realizaron pruebas del discurso en castellano e inglés, pruebas de inhibición lingüísticas y no lingüísticas, y un cuestionario sobre la experiencia después de la estancia. Los resultados muestran muy poca mejora en la fluidez en el L2 en las tres categorías de fluidez: la rapidez, la disrupción por disfluencias en el discurso y la repetición y autocorrección de errores. Contrario a las expectativas, los participantes hablaban con menos rapidez y fluidez al final de la estancia, en la mayoría de las medidas, menos una – tenían significadamente menos pausas en la mitad de las cláusulas en comparación al principio de la estancia. La inhibición no estaba relacionada con los cambios y mejoras en la fluidez, aunque los participantes pudieran cambiar del inglés al castellano más rápido al final de la estancia. Muy pocas medidas de fluidez estaban relacionadas con los factores de experiencia, indicando que estos factores no influyen en la fluidez, aunque el cuestionario muestra que los participantes lo creen. En conclusión, los resultados de este estudio pueden ser útiles para la pedagogía con el fin de crear nuevos programas de estudio en el extranjero.
Aquesta tesi doctoral investiga els efectes d’una estada a l’estranger en el desenvolupament de la fluïdesa en la llengua castellana d’un grup de 49 americans que van estudiar durant tres mesos a Barcelona. Seguint el model cognitiu de Segalowitz (2010), que es concentra en els processos cognitius darrere de la producció oral en les segones llengües (L2), aquest estudi investiga tan el concepte de fluïdesa en el discurs com la fluïdesa cognitiva que influeix en el discurs. Primerament, aquest estudi avalua si una estada curta a l’estranger resulta en una millora de la fluïdesa oral, utilitzant una bateria de mesures, ajustant-les a la manera individual de parlar l’anglès. En segon lloc, investiguem la relació entre les millores en la fluïdesa i el control de la inhibició, un aspecte de la cognició poc estudiat en la lingüística. Tercerament, avaluem com les diferències individuals en la seva experiència afecten en la millora de l’idioma durant l’estada a l’estranger. Els participants van realitzar proves del discurs en castellà i en anglès, proves d’inhibició lingüística i no lingüística, i un qüestionari sobre l’experiència després de l’estada. Els resultats mostren molt poca millora en la fluïdesa en la L2 en les tres categories de fluïdesa: la rapidesa, la disrupció per disfluències en el discurs i la repetició, i l’autocorrecció d’errors. Contrari a les expectatives, els participants parlen amb menys rapidesa i fluïdesa al final de la seva estada, en la majoria de les mesures, menys una -tenien significativament menys pauses en la meitat de les clàusules en comparació al començament de l’estada. La inhibició no estava relacionada amb els canvis i millores en la fluïdesa, encara que els participants poguessin canviar de l’anglès al castellà més ràpidament al final de l’estada. Molts d’aquests factors no influeixen en la fluïdesa, encara que el qüestionari mostra que els participants ho creuen. En conclusió, els resultats d’aquest estudi poden ser útils per la pedagogia amb la finalitat de crear nous programes d’estudi en l’estranger.
8
Thompson, Meryl. "Language in selection tests : an examination, review and critique of language in tests used to select applicants for further education, training and employment /." Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09dmt474.pdf.
Full text
9
Cobarrubias, Isabel, Patricia Hidalgo, Soledad Parada, and Francisca Pozo. "Conciencia fonológica y habilidades cognitivas no verbales en niños de 4 y 5 años." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110630.
Full text
10
Dioses, Chocano Alejandro Segundo. "Perfil perceptivo - motor y psicolingüístico de un grupo de niños intelectualmente fronterizos pertenecientes a una condición socioeconómica media - baja." Master's thesis, Universidad Nacional Mayor de San Marcos, 1998. https://hdl.handle.net/20.500.12672/7852.
Full textAbstract:
El documento digital no refiere asesorPlantea la existencia de diferencias significativas entre el perfil psicomotor, perceptivo-visual y psicolingüístico de niños intelectualmente fronterizos y normales así como la existencia de interacción entre el diagnóstico intelectual y sexo. Realiza una investigación descriptiva de diseño comparativo diferencial en un grupo de niños que cursan el primer y segundo grado de educación primaria que asisten al Centro Educativo "San Juan Bosco" perteneciente a la USE 06 de San Martín de Porres, Lima, Perú. Se establece una muestra de 100 alumnos de ambos sexos, 50 para el grupo de niños fronterizos y 50 para el grupo promedio, obtenida mediante muestro no probabilístico intencional. Los resultados encontrados a través de los diferentes instrumentos fueron sometidos a un procesamiento estadístico usando el software estadístico SPSS versión 6.1. para entorno Window que incluye la Prueba t, la Prueba Z y el análisis de varianza, a partir de cuyos datos se ha podido verificar la existencia de varias diferencias significativas entre los perfiles de los niños intelectualmente fronterizos y los niños intelectualmente normales en las tres áreas examinadas, no ocurriendo lo mismo al efectuarse el análisis considerando la interacción diagnóstico intelectual-sexo, donde para un alto porcentaje de habilidades se descartó este planteamiento.
Tesis
Books on the topic "Aptitude verbale"
2
IQ and aptitude tests: Assess your verbal your verbal, numerical, and spatial reasoning skills. London: KoganPage, 2012.
Find full text
4
IQ and aptitude tests: Assess your verbal, numerical, and spatial reasoning. London: Kogan Page, 2007.
Find full text
5
Carter, Philip J. Test and assess your IQ: Numerical, verbal, and spatial aptitude tests. London: Kogan Page Ltd., 2008.
Find full text
6
IQ and aptitude tests: Assess your verbal, numerical and spatial reasoning skills. Philadelphia: Kogan Page Ltd, 2011.
Find full text
7
Susan, Hodgson, ed. Brilliant tactics to pass aptitude tests: Psychometric, numeracy, verbal reasoning, and many more. 2nd ed. Harlow, Eng: Pearson Longman, 2008.
Find full text
8
Powers, Donald E. Performance by gender on an unconventional verbal reasoning task: Answering reading comprehension questions without the passages. New York: College Entrance Examination Board, 1995.
Find full text
9
Jodi, Roffey-Barentsen, ed. Verbal and numerical reasoning exercises for the police recruit assessment process. Exeter [England]: Learning Matters, 2010.
Find full text
10
Leal, De Matos. Entraînement flash : Tests psychotechniques - Aptitude verbale. Masson, 2003.
Find full textBook chapters on the topic "Aptitude verbale"
1
Kroll, Neal E. A., and David J. Madden. "Verbal and Pictorial Processing by Hemisphere as a Function of the Subject's Verbal Scholastic Aptitude Test Score." In Attention and Performance VII, 375–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003310228-25.
Full text
2
Kager, Klara. "Language Aptitude in Relation to Handedness, Hemispheric Dominance, Cognitive Learning Strategies and Non-verbal IQ: A Combined Quantitative and Qualitative Study." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, 167–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_9.
Full text
3
"Verbal Aptitude." In Encyclopedia of Child Behavior and Development, 1538. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_6324.
Full text
4
Soileau, Jeanne Pitre. "Conclusion." In Yo' Mama, Mary Mack, and Boudreaux and Thibodeaux. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496810403.003.0007.
Full textAbstract:
This chapter focuses on children’s folklore as ephemeral art. Children’s schoolyard lore teaches African American children and their friends, rhyme, rhythm, a form of public speaking, formalized game rules, cultural expectations, kinesic aptitude, and self-assurance. Schoolyard folkloric play lasts a short time, from around four to twelve years of age, but its influence can be profound. By age twelve schoolyard verbal play gets pushed off into some quiet corner of the mind, but the effects linger, as children move on to adolescent and mature pursuits equipped with facility in language, poise, a knowledge of game rules, and an awareness of cultural expectations. This book began with integration in 1967 in New Orleans, a process stressful for all, but particularly for African American children. It ends revealing that African American children managed to cling to their own mode of speech and their own play for over forty years. Play and verbal interactions still have the function of enabling children to be schoolyard artists.
5
Akamatsu, C. Tane, Connie Mayer, and Steven Hardy-Braz. "Why Considerations of Verbal Aptitude Are Important in Educating Deaf and Hard-of-Hearing Students." In Deaf Cognition, 131–69. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780195368673.003.0005.
Full text
6
Watkin, Sara, and Andrew Vincent. "Psychometric Testing in Interviews." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0016.
Full textAbstract:
Psychometric testing is widely used outside medicine as part of an employee selection process, although its use has attracted a great deal of criticism too. In the NHS, psychometric tests are often used for selection of mangers and a growing number of Trusts are now using psychometric testing as part of the consultant interview process. This chapter looks at the implications of this and at some of the more commonly known tools. Psychometric tests include personality tests, e.g. Myers—Briggs and Insights, as well as aptitude tests designed to assess an individual’s general logical ability, and verbal, numerical and technical reasoning. Aptitude tests are thought to be more accurate in predicting job performance than personality tests but have not been widely used in medicine. The tools used within medicine tend to look at a person’s personality, how they behave within teams and how they respond to conflict. Some of the more commonly used tools are: • Myers—Briggs Type Indicator® (MBTI®) • 16 Personality Factor (16PF®) • Insights Discovery® Personality Profile (Insights) • Fundamental Interpersonal Relations Orientation (FIRO-B®) • Thomas—Kilmann Conflict Mode Instrument (TKI) • Strength Deployment Inventory® (SDI®) Two of these tools, MBTI and SDI, explicitly state that they should not be used as part of a selection process. However, they are increasingly being used, driven by the advice of unqualified or unscrupulous behavioural consultants! . . . What should I do if asked to sit a test? . . . You are who you are. Do not panic and do not try to work out what the panel want when answering questions about your personality. In general you will only get it wrong! The outcome of your assessment will not be you and the person you appear to be may be less suited for the job than the real you. Equally, this is not something you can practise—you can’t really ‘get good’ at something that is designed to simply show the real you! It’s also worth remembering that if the panel members are determined to employ someone you are not, ask yourself whether you would be happy in the role.
Conference papers on the topic "Aptitude verbale"
1
Cela Gutiérrez, Cristina. "El intérprete de alemán como mediador lingüístico en los servicios públicos: la relevancia del lenguaje no verbal." In La Traducción y sus meandros: diversas aproximaciones en el par de lenguas alemán-español. Ediciones Universidad de Salamanca, 2022. http://dx.doi.org/10.14201/0aq0320425435.
Full textAbstract:
El presente trabajo tiene por objeto la definición de la Interpretación para los Servicios Públicos, centrándose en los diferentes ámbitos de interpretación, y más concretamente en el ámbito policial, el código deontológico del intérprete y las dificultades formales y lingüísticas que surgen durante el desarrollo de la labor interpretativa. Asimismo, este trabajo se centrará en la importancia del papel que desempeña el lenguaje no verbal en la interpretación en el ámbito policial. Se analiza la relevancia del lenguaje no verbal durante un proceso de toma de manifestación, lectura de derechos ante una detención, recogida de una denuncia como mecanismo para verificar la credibilidad y aptitud del hablante ante la información facilitada.
2
Afrida, Yeni, Absharini Kardena, Gema Medika, and Fadhilla Yusri. "An Analysis of Verbal Numerical Aptitude: An Untold Story of Students in West Sumatera." In Proceedings of The 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 2019, Bukititinggi, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.17-10-2019.2289751.
Full text