Relevant bibliographies by topics / Comprehension. Learning, Psychology of

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Comprehension. Learning, Psychology of'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Comprehension. Learning, Psychology of"

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Kintsch, Walter. "Text comprehension, memory, and learning." American Psychologist 49, no. 4 (1994): 294–303. http://dx.doi.org/10.1037/0003-066x.49.4.294.

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Hopman, Elise W. M., and Maryellen C. MacDonald. "Production Practice During Language Learning Improves Comprehension." Psychological Science 29, no. 6 (April 11, 2018): 961–71. http://dx.doi.org/10.1177/0956797618754486.

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Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production–comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.
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Rojas-Drummond, Sylvia, Nancy Mazón, Karen Littleton, and Maricela Vélez. "Developing reading comprehension through collaborative learning." Journal of Research in Reading 37, no. 2 (March 29, 2012): 138–58. http://dx.doi.org/10.1111/j.1467-9817.2011.01526.x.

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Zainudin, Nurul Farhana. "A Systematic Review: Reading Comprehension Intervention for Students with Learning Disability." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5359–66. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020242.

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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.

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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.
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Meyers, Joel, and Susan Lytle. "Assessment of the Learning Process." Exceptional Children 53, no. 2 (October 1986): 138–44. http://dx.doi.org/10.1177/001440298605300206.

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In an effort to help reconceptualize current approaches to assessing children with learning problems, this article proposes the use of techniques derived from recent work in cognitive psychology. Proposed as a modification of current assessment practice, Process Assessment is a model which emphasizes intervention, the environment, and the learning process. It is argued that assessment techniques derived from a cognitive perspective can be used to assess interpersonal behavior as well as academic behavior, and that these techniques can be used to develop intervention plans. The analysis of think-aloud protocols to evaluate the strategies used in reading comprehension is described as an example that is consistent with the process assessment model and has specific implications for intervention designed to improve reading comprehension. A case example is used to illustrate this approach.
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Curran, Catherine E., Eileen Kintsch, and Natalie Hedberg. "Learning-disabled adolescents' comprehension of naturalistic narratives." Journal of Educational Psychology 88, no. 3 (1996): 494–507. http://dx.doi.org/10.1037/0022-0663.88.3.494.

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Griffin, Gerry, and Trevor A. Harley. "List learning of second language vocabulary." Applied Psycholinguistics 17, no. 4 (October 1996): 443–60. http://dx.doi.org/10.1017/s0142716400008195.

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ABSTRACTThe learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language–second language order (Ll–L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11–13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1–L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.
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Spires, Hiller A. "Learning from a lecture: Effects of comprehension monitoring." Reading Research and Instruction 32, no. 2 (December 1992): 19–30. http://dx.doi.org/10.1080/19388079309558113.

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Fine, Alex B., and T. Florian Jaeger. "Evidence for Implicit Learning in Syntactic Comprehension." Cognitive Science 37, no. 3 (January 30, 2013): 578–91. http://dx.doi.org/10.1111/cogs.12022.

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Dissertations / Theses on the topic "Comprehension. Learning, Psychology of"

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Sullivan, Jaclynn V. "Extending the Theory of Vicarious Embodied Cognition: Online Learning and Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525208925607025.

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Vitális, Emese Éva. "Mental imagery, learning styles, and text comprehension : studies in educational and cognitive psychology /." [ Nijmegen ] : [ Quickprint ], 2004. http://catalogue.bnf.fr/ark:/12148/cb40223804j.

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Burgoyne, Kelly. "The comprehension skills of children learning English as an additional language (EAL)." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/20233/.

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The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith & Connors, 2003). For monolingual children, difficulties with comprehension impact on learning and attainment across the curriculum (Cain & Oakhill, 2006). Increasing our understanding of the comprehension difficulties faced by children learning PAL may, therefore, contribute to an understanding of their continuing underachievement. This report begins with a review of the research pertinent to the development of comprehension and related skills with particular relevance to children learning EAL. This is followed by details of a series of experimental studies designed to investigate and extend current knowledge in relation to the comprehension skills of children learning EAL and their monolingual peers. Children in school Years 3 and 4 completed a range of measures which reflect the knowledge sources and component processes that are critical to comprehension, for example vocabulary knowledge and inferential processing. In addition, longitudinal analysis examined the developmental progression of comprehension-related skills between Year 3 and Year 4. Findings demonstrate that the comprehension difficulties of children learning EAL are largely restricted to problems understanding written text. Difficulties with reading comprehension are not attributable to limited decoding skills; rather, lower levels of lexical knowledge and a focus on decoding during reading place significant constraints on comprehension and limit the efficacy of higher-order strategic processing for this group of learners. Findings further illustrate that, without support, the comprehension difficulties of children learning PAL persist over time and are likely to make a significant contribution to the relative underachievement of this group of children. The results are discussed in terms of their theoretical importance and practical implications for supporting the development of comprehension skills in young PAL learners.
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Williams, Caroline Elizabeth. "Enhancing Scientific Comprehension Through Content Acquisition Podcasts." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6552.

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This study sought to determine the effectiveness of using Content Acquisition Podcasts (CAPs) to teach children with learning disabilities scientific vocabulary. CAPs are multimedia instructional podcasts that combine images and sound to teach supplemental vocabulary. Four children ages 9 to 10 with learning disabilities were taught vocabulary words to prepare them for end-of-year testing. Words were taken from units about rocks, soil and fossils. This study used a multiple probe multiple baseline across units design. Data analysis showed that three of four participants experienced significant improvement in at least one of three units. Social validity questionnaires showed that all four participants enjoyed being a part of the study and felt like they had learned important information. These results indicated that CAPs can be another method for delivering science instruction. They are easy to make, have an impact on learning and incorporate a modality of learning that is appealing to children.
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Romes, Beziat Tara Lynne. "THE TESTING EFFECT AND JUDGMENTS OF LEARNING: THEIR EFFECTS ON READING COMPREHENSION." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1332772478.

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Fortin, Stephanie A. (Stephanie Alison) Carleton University Dissertation Psychology. "Effects of familiarity on inferential comprehension; evidence for strategy differences between good and poor inferencers." Ottawa, 1992.

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Glickstein, Barbara H. "Using a voice synthesizer to increase reading comprehension levels of learning disabled adults : implications for training /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-06082009-171032/.

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Ayoub, Sidra Saleem. "The Effects of the RAP-WE Intervention on the Comprehension Performance Outcomes of Middle School Students with Learning Disabilities." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523709612112469.

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Kim, Jeongwoon. "The Effect of Various Word Treatments on Chinese Vocabulary Comprehension During Multimedia Language Learning." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5978.

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The current study investigated the effect of viewing various types of word definitions-dictionary, glossed, and annotated definitions-on Chinese learners' vocabulary comprehension during video-based language learning. A total of 53 advanced Chinese learner participants were given access to various randomized word definitions while viewing the subtitled videos used in the experiment. Results showed that learners recalled words for which they viewed definitions significantly better after the experiment than before. The viewing of dictionary, glossed, or annotated definitions yielded comparable levels of word comprehension. In situations where learners did not view word definitions; however, word comprehension was not significantly higher on the posttest measures of recall. Attrition occurred whether participants viewed word definitions or not, but it occurred more severely for those words that learners chose not to look up definitions. The more a target word occurred, the better the word was comprehended. Survey results showed that participants preferred dictionary and annotated definitions more than glossed definitions. The results from this study suggest that word treatment is an effective way to comprehend vocabulary. If language learners and teachers lack resources to afford cost-intensive glosses and annotations, they can consider taking advantage of free, automatic online dictionaries, which are as effective as glosses and annotations.
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Glickstein, Barbara H. "Using a voice synthesizer to increase reading comprehension levels of learning disabled adults:implications for training." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42912.

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Research efforts to determine the needs of special populations has increased in the field of human factors. The majority of these efforts are focused on the physically disabled. Little attention has been paid to the learning disabled, and specifically, the learning disabled adult. A single factor between subject design was utilized to evaluate the effectiveness of using a voice synthesizer to increase reading comprehension levels of learning disabled adults. The independent variable was presentation mode. The Passage Comprehension subtest of the Woodcock Reading Mastery Tests-Revised was presented via the computer. Subjects were required to complete the test under one of two conditions:

with voice feedback or without voice feedback. Dependent measures included total correct answers and reaction time. Also, using a seven-point Likert scale, subjective data regarding various aspects of the voice synthesizer was collected. The Passage Comprehension subtest of the Woodcock-Johnson Psycho-Educational Battery-Revised was also administered to each subject by the experimenter. Comparisons of total scores were then made between the different administration formats. Analysis of the data was conducted using ANOVAs and t-tests. Results indicated no significant differences. Such results were attributed to the small sample size, the subject's potential familiarity with the type of test administered, and compensation skills already developed and maintained by the learning disabled subject. It was concluded that additional research was needed in order to understand the effects of using a voice synthesizer to increase reading comprehension levels and in adapting training programs in industry for the learning disabled.


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Books on the topic "Comprehension. Learning, Psychology of"

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Helmstad, Glen. Understandings of understanding: An inquiry concerning experiential conditions for developmental learning. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1999.

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Lazarev, V. V. Filosofii︠a︡ poznanii︠a︡ i lingvofilosofii︠a︡: Paradigmalʹnyĭ podkhod. Pi︠a︡tigorsk: Pi︠a︡tigorskiĭ gos. lingvisticheskiĭ universitet, 2006.

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Jensen, Kristi. Learning theory as it underlies reading and writing instructional practices. [Pullman]: Dept. of Education, Washington State University, 1986.

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Vergasov, V. M. Aktivizat͡s︡ii͡a︡ poznavatelʹnoĭ dei͡a︡telʹnosti studentov v vyssheĭ shkole. 2nd ed. Kiev: Gol. izd-vo izdatelʹskogo obʺedinenii͡a︡ "Vyshcha shkola", 1985.

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A theory of understanding: Philosophical and psychological perspectives. Aldershot, Hants, England ; Burlington, Vt: Ashgate, 2000.

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1954-, Garnham Alan, ed. Becoming a skilled reader. New York, NY, USA: B. Blackwell, 1988.

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Ross, Brian H. The Psychology of Learning and Motivation, 49: Advances in Research and Theory. Burlington: Elsevier, 2008.

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Yuill, Nicola. Children's problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press, 1991.

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Jaipal, Kamini. Teacher beliefs about "Teaching for understanding": Teaching chemical equilibrium. London, Ont: Faculty of Graduate Studies, University of Western Ontario, 1993.

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The disciplined mind: What all students should understand. New York: Simon & Schuster, 1999.

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Book chapters on the topic "Comprehension. Learning, Psychology of"

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Woolley, Gary. "Supporting Learning." In Reading Comprehension, 199–208. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_13.

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Lane, Kathleen Lynne, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes. "A comprehensive, integrated three-tier model to meet students’ academic, behavioral, and social needs." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 551–81. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-022.

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Keener, Matt C., and Douglas J. Hacker. "Comprehension Monitoring." In Encyclopedia of the Sciences of Learning, 691–93. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1212.

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Andre, Thomas. "Processes in Reading Comprehension and the Teaching of Comprehension." In Historical Foundations of Educational Psychology, 259–96. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_13.

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Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Learning." In Psychology, 127–56. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_6.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Learning." In Psychology, 226–65. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_6.

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Johnson, Benjamin Stewart. "Knowledge and Comprehension Questions." In Better Questioning for Better Learning, 125–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003175674-13.

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Sylvén, Liss Kerstin, and Sölve Ohlander. "8. English Reading Comprehension." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 136–51. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-013.

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Hardas, Manas, and Javed Khan. "Concept Learning in Text Comprehension." In Brain Informatics, 240–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15314-3_23.

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Kröger, Bernd J., and Trevor Bekolay. "Speech Perception and Comprehension." In Neural Modeling of Speech Processing and Speech Learning, 49–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15853-8_3.

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Conference papers on the topic "Comprehension. Learning, Psychology of"

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Augustiniene, Aldona. "Impact Of Learning Strategies Instruction On Students’ Mathematical Texts Comprehension Performance." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.44.

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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.
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M. Bahgat, Mohamed, Ashraf Elsafty, and Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.

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Teachers’ Professional Development ‘TPD’ has always been an area of growing interest in educational research. Several researchers have thoroughly explored the TPD domain aiming to develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners. FIRST (Bahgat et al. 2018) is a new learner experience framework, which consists of five domains; focusing on learner ‘ F’, interacting within group dynamics ‘ I’, reviewing actively ‘R’, structuring and sequencing ‘S’, and transforming learning into performance ‘T’. It is designed based on educational psychology, neuroscience, and cognitive psychology, to create a framework that promotes active deep learning and inspires a positive transformation in mindset and behaviours. FIRST was applied on a TPD program named Roadmap of Outstanding Educators ‘ROOTS’. The participants were one hundred and seven teachers. This paper attempts to explore the impact of FIRST Framework on TPD, teachers experience as learners and teachers motivation to transfer their learning into performance in the classrooms. The study employed exploratory sequential mixed methods design using case study methodology. Qualitative data was analysed and interpreted into codes and themes. Quantitative data was analysed using SPSS. Major findings: (1) Teachers reported that FIRST is comprehensive and compiles various educational theories, models and strategies, they were able to apply the principles and strategies in their classrooms immediately after the professional program days were over, (2) Student’s feedback and overall experience were enhanced, (3) Some schools has adopted FIRST as a learner experience. These findings recommended that teachers should live the TPD experience as learners. The TPD programs should include follow up phase to enhance teachers’ experience and encourage the transfer of learning into performance. Keywords: Active Learning; Deep Learning; Student Experience; Teachers Professional Developmen
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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.
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FRANK, STEFAN L. "SENTENCE COMPREHENSION WITHOUT PROPOSITIONAL STRUCTURE." In Proceedings of the Ninth Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701886_0011.

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Stranovska, Eva, Dasa Munkova, and Silvia Hvozdikova. "Categorisation and Reading Comprehension in Social-Cognitive and Behavioural Sciences." In 4th International Congress on Clinical and Counselling Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.02.8.

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Thaker, Khushboo, Paulo Carvalho, and Kenneth Koedinger. "Comprehension Factor Analysis." In LAK19: The 9th International Learning Analytics & Knowledge Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3303772.3303817.

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Mironova, Ksenia V. "Psychological and didactic teachers training: Developing lyric poetry comprehension in adolescents." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-47.

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Shafaei-Bajestan, Elnaz, and R. Harald Baayen. "Wide Learning for Auditory Comprehension." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-2420.

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Reports on the topic "Comprehension. Learning, Psychology of"

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Curtis, Jon, Michael Witbrock, John /Cabral Baxter, Wagner David, Aldag Peter, Goolsbey Bjorn, Gottesman Keith, Gungordu Ben, Kahlert Zelal, and Robert C. The TextLearner System: Reading Learning Comprehension. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada456798.

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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada190551.

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St John, Mark F., and James L. McClelland. Learning and Applying Contextual Constraints in Sentence Comprehension. Fort Belvoir, VA: Defense Technical Information Center, June 1988. http://dx.doi.org/10.21236/ada218908.

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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5

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Do we remember more when learning before bedtime? ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12642.

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Can population registry data predict which children with ADHD are at risk of later substance use disorders? ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12430.

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The first study to examine the potential of machine learning in early prediction of later substance use disorders (SUDs) in youth with ADHD has been published in the Journal of Child Psychiatry and Psychology.
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