Relevant bibliographies by topics / Experimental skill

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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 'Experimental skill'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Experimental skill"

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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.
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Klavora, Peter, Peter Gaskovski, Ron J. Heslegrave, Robert P. Quinn, and Margaret Young. "Rehabilitation of Visual Skills Using the Dynavision: A Single Case Experimental Study." Canadian Journal of Occupational Therapy 62, no. 1 (April 1995): 37–43. http://dx.doi.org/10.1177/000841749506200107.

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It has been argued that conventional approaches to visual skill training and evaluation have focussed excessively on higher level visual skill impairments, but often fail to target the basic skill impairments that may underlie them. A novel apparatus known as the Dynavision™ may be ugeful for remediating skills according to several key training guidelines that have been proposed. The Dynavision is specifically designed to train and test visuomotor response time and coordination, visual scanning, visual attention, and basic cognitive skills, within a broad visual training environment. This paper describes some of the general features of the apparatus, and reports preliminary but positive findings with one elderly person who has had a cerebrovascular accident.
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Camargo, Suzana J., and Anthony G. Barnston. "Experimental Dynamical Seasonal Forecasts of Tropical Cyclone Activity at IRI." Weather and Forecasting 24, no. 2 (April 1, 2009): 472–91. http://dx.doi.org/10.1175/2008waf2007099.1.

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Abstract The International Research Institute for Climate and Society (IRI) has been issuing experimental seasonal tropical cyclone activity forecasts for several ocean basins since early 2003. In this paper the method used to obtain these forecasts is described and the forecast performance is evaluated. The forecasts are based on tropical cyclone–like features detected and tracked in a low-resolution climate model, namely ECHAM4.5. The simulation skill of the model using historical observed sea surface temperatures (SSTs) over several decades, as well as with SST anomalies persisted from the previous month’s observations, is discussed. These simulation skills are compared with skills of purely statistically based hindcasts using as predictors recently observed SSTs. For the recent 6-yr period during which real-time forecasts have been made, the skill of the raw model output is compared with that of the subjectively modified probabilistic forecasts actually issued. Despite variations from one basin to another, the levels of hindcast skill for the dynamical and statistical forecast approaches are found, overall, to be approximately equivalent at fairly modest but statistically significant levels. The dynamical forecasts require statistical postprossessing (calibration) to be competitive with, and in some circumstances superior to, the statistical models. Skill levels decrease only slowly with increasing lead time up to 2–3 months. During the recent period of real-time forecasts, the issued forecasts have had higher probabilistic skill than the raw model output, due to the forecasters’ subjective elimination of the “overconfidence” bias in the model’s forecasts. Prospects for the future improvement of dynamical tropical cyclone prediction are considered.
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Helton, William S. "Skill in expert dogs." Journal of Experimental Psychology: Applied 13, no. 3 (2007): 171–78. http://dx.doi.org/10.1037/1076-898x.13.3.171.

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Foulkes, J. D., Z. Knowles, S. J. Fairclough, G. Stratton, M. O’Dwyer, N. D. Ridgers, and L. Foweather. "Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children." Perceptual and Motor Skills 124, no. 2 (January 10, 2017): 393–412. http://dx.doi.org/10.1177/0031512516685200.

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This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children’s Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.
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Morrison, Craig, and Jean Reeve. "Effect of Instructional Units on the Analysis of Related and Unrelated Skills." Perceptual and Motor Skills 62, no. 2 (April 1986): 563–66. http://dx.doi.org/10.2466/pms.1986.62.2.563.

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84 majors in elementary education were divided into three groups, one control group and two experimental groups. The control group received no instruction in skill analysis while the experimental groups were instructed via videotape in either the instep kick in soccer or in throwing, catching, and striking skills. All three groups were given a skill-analysis test composed of throwing, catching, and striking skills. Statistical analysis yielded significant effect for those who viewed the throwing, catching, and striking videotape. No effect was found for the control group or the group who viewed the soccer-instep videotape. The results suggest specificity may be as important in skill analysis as in acquisition.
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Suramto, Suramto. "Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (May 31, 2019): 95. http://dx.doi.org/10.29240/ef.v3i01.819.

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Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill
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Coelho, Ricardo Weigert, Wagner De Campos, Sergio Gregorio Da Silva, Fabio Heitor Alves Okazaki, and Birgit Keller. "Imagery Intervention in Open and Closed Tennis Motor Skill Performance." Perceptual and Motor Skills 105, no. 2 (October 2007): 458–68. http://dx.doi.org/10.2466/pms.105.2.458-468.

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To assess use of imagery intervention in performance of two tennis motor skills the quasi-experimental design included a pre- and posttest and a control group. The tennis service shot and service receiving skill were selected as representative of open and closed skills, respectively. 48 subjects, male tennis players, whose ages ranged from 16 to 18 yr. ( M = 17.2), were divided into two groups: (1) Technical practice only which was used as control group and (2) Imagery group who received both imagery and technical practice. Analysis of covariance showed a significant main effect for the imagery intervention on the closed skill ( p = .002). Findings suggest that imaging a positive outcome may be more powerful in improving performance of closed skill movements than of open skill movements.
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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (May 1, 2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.

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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.
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Frisch, Michael B. "Role-Play Training as a Tool in Social Skills Assessment." Perceptual and Motor Skills 67, no. 2 (October 1988): 483–90. http://dx.doi.org/10.2466/pms.1988.67.2.483.

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The usefulness of role-play training in improving the accuracy of capabilities-oriented assessments of social skill was examined. Subjects reporting social difficulties sufficient to consider seeking professional help received either role-play training or demand-for-skill instructions prior to engaging in a role-play assessment of both assertion and conversational skills. Role-play training, which consisted of demand-for-skill instructions, covert rehearsal, ‘self-control’ desensitization, and cognitive restructuring, was associated with less subjective and behavioral anxiety, greater skill in assertiveness, and less awareness of negative thoughts and feelings than demand-for-skill instructions alone. Results are interpreted in light of the potential of capabilities-oriented assessments in determining the source of interpersonal impairments.
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Dissertations / Theses on the topic "Experimental skill"

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Ward, Phillip. "An experimental analysis of skill responding in high school physical education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309050432.

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Khreisheh, Nada Nazem. "The acquisition of skill in early flaked stone technologies : an experimental study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14986.

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This thesis describes the experimental work carried out as part of the Learning to be Human Project, investigating skill and learning in early flaked stone technologies. A group of 16 volunteers were studied as they learnt skills in Oldowan style flaking, Acheulean handaxe technology and Levallois preferential flake technologies. Aptitude, practice hours and hours spent in taught sessions were recorded and skill in each of these technologies was assessed at regular intervals. This information was used to answer questions concerning the acquisition of high level skill in these technologies, the role of practice, teaching and aptitude in determining skill in terms of connaissance and savoir-faire and the archaeological visibility of skill. At a more in depth level the significance of these findings for cognitive capacities of early hominins and the evolution of modern human brains and intelligence was assessed. The results of these experiments allowed the identification of the greater impact of teaching on Acheulean handaxe and Levallois technology compared to Oldowan style flaking. Technologically focussed teaching was shown to be essential for achieving high level skill in handaxe technology while all knapping contributed to the skill achieved in Oldowan style flaking and Levallois technology. In terms of aptitude, previous craft experience and contact with flaked stone assemblages most affected skill achieved in handaxe and Oldowan technologies while spatial ability best determined skill in Levallois. The findings of the connaissance and savoir-faire analysis have indicated that the differences seen between Oldowan and Acheulean technology are predominantly physical in nature, while the differences between Levallois and the earlier technologies are cognitive. This suggests a greater cognitive capacity for the Neanderthal Levallois manufacturers in contrast with the earlier hominin species. The results have, however, highlighted problems with a strict dichotomy between physical and cognitive skills. A number of material markers that could be related to skill were identified. Future work has been identified that could provide a fuller understanding of these findings.
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Greve, Sebastian. "Skill and scepticism : an enquiry concerning the nature and epistemic value of intuitive judgement." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:1bd76173-f478-4f31-9a1d-8f6a5e3923ce.

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This thesis concerns two main questions: What is intuition? And can it be a source of knowledge or justification? In addressing these questions, it advances several ongoing philosophical debates, and does so in two main ways: firstly, by formulating a general account of the nature of intuitive judgement that establishes common ground amongst the often disparate views of scholars working on intuition (or intuitions) in psychology, linguistics, philosophy and various other disciplines; and, secondly, by developing a new epistemological position that combines scepticism about the evidential value of intuition with a new account of philosophical skill. The general account of the nature of intuitive judgement mainly consists in drawing a distinction between intuitive judgement and intuitive appearance which is analogous to a distinction that can be drawn between perceptual judgement and perceptual appearance. It is argued that a common type of paradox entails the distinction for the non-perceptual case; it is then demonstrated how various related notions, such as intuitive belief, intuitive thinking and intuition as a cognitive faculty, can be derived from the notion of intuitive judgement. The epistemological account receives additional support from a new theory regarding the objects of intuition, according to which the analogy between intuition and perception holds specifically for what is sometimes called 'aspect perception': it is argued that some intuitive appearances are partially constituted by an appearance of meaning and that, consequently, the analysis of intuitive judgement must distinguish between two types of object, an intentional object (typically, a thought) and a causal one (typically, an expression of thought). It is further argued that the focus on evidential value that has been prevalent in the philosophical literature is too restrictive. By contrast with the prevalent view, it is demonstrated that intuition plays a significant role in human thinking, including in philosophical and scientific enquiry, independently of whether intuition is of great or only of minimal evidential value.
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Karlsson, Johan. "Att bedöma experiment : Fysiklärares resonemang om bedömning av den experimentella förmågan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39881.

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In Sweden, physics education is supposed to contribute to developing the stu-dent's experimental skill. After a physics course, students should be able to plan, execute and evaluate an experiment. In this study, seven physics teachers are interviewed about their reasoning considering assessment of experimental skills. The study aims to describe teachers' stories about their work with as-sessment of laboratory work. The results of the study show a spread of how teachers, according to them-selves, are dealing with the assessment of experiments. Some teachers work thoroughly with getting a basis to be able to assess all parts of the laboratory skill, while others leave some parts out. The most common assessment is of reports that students write after a laboratory assignment. It is also possible to see tendencies that the school teachers work at influences how teachers reason about assessment.
I Skolverkets ämnesplan för fysik står det att fysikundervisningen ska bidra till att utveckla elevens experimentella förmåga. Efter en fysikkurs ska eleven kunna planera, utföra och även utvärdera en laboration. I denna studie har sju fysiklärare på gymnasiet intervjuats om hur de resonerar kring bedömning av den experimentella förmågan. Undersökningen ämnar åt att redogöra lärares berättelser om hur de arbetar med bedömning av laborationer. Resultatet i studien visar en spridning över hur lärare enligt dem själva arbetar med bedömning av experiment. Vissa lärare arbetar noga med att få bedöm-ningsunderlag av alla delar i den laborativa förmågan medan någon lärare väl-jer bort vissa delar. Det som är gemensamt är att de allra flesta bedömer labo-rationsrapporter som eleverna skriver efter ett utfört experiment. Det går också att se tendenser till att skolan som läraren jobbar på har betydelse för hur lära-ren resonerar kring bedömning.
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Abraham, Ashley N. "Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1493035902158255.

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Rorato, Caroline Batina. "O ensino de professores de crianças com Transtorno do Espectro Autista (TEA) por meio do Basic Skill Training (BST) na aplicação de tentativas discretas." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21229.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:31:22Z No. of bitstreams: 1 Caroline Batina Rorato.pdf: 1817395 bytes, checksum: 4d05000736d5277c4d0509ccf91f7d65 (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In 2012, Brazil created the National Policy for the Protection of the Rights of People with Autism Spectrum Disorder (ASD) via sanction of the Brazilian Law No. 12764. After the implementation of this Law, children with autism have been increasingly exposed to academic content in regular classrooms, and teachers have become increasingly unprepared. Considering those difficulties, the present research aimed to teach a teacher and two trainees from a private school in São Paulo, Brazil, to apply discrete trials of motor imitation to a child with ASD. The teaching was composed of three components of Basic Skill Training (BST): theoretical instruction, video modeling and practice with feedback. The baseline consisted of evaluating the teacher’s and trainees’ performance in applying nine items of discrete attempts in a controlled environment to the experimenter, who played the role of a child with autism. The generalization was measured in a task of conditional discrimination, also applied to the experimenter. The results showed that, after teaching, all the participants were able to apply the discrete trials correctly. The theoretical instruction component did not change the performance in the application. Video modeling and practice with feedback were the responsible items for the change in the participants’ performance, the latter producing a more significant change
No Brasil, em 2012, foi criada a Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista (TEA), com a sanção da Lei nº 12.764. Após a implementação da Lei, as crianças com autismo ficaram cada vez mais expostas a conteúdos acadêmicos nas salas de aula regulares, e os professores, cada vez mais despreparados. Considerando essas dificuldades, a presente pesquisa pretendeu ensinar uma professora e duas estagiárias de uma escola particular de São Paulo, SP, a aplicar tentativas discretas de imitação motora em uma criança com TEA. O ensino foi composto de três componentes do Basic Skill Training (BST): instrução teórica, videomodelação e prática com feedback. A linha de base consistiu na avaliação do desempenho da professora e das estagiárias em aplicar nove itens de tentativas discretas, em ambiente controlado, na experimentadora, que fazia o papel de uma criança com autismo. A generalização foi medida em uma tarefa de discriminação condicional, também aplicada na experimentadora. Os resultados mostraram que, após o ensino, todas as participantes conseguiram aplicar as tentativas discretas de forma correta. O componente de instrução teórica não alterou o desempenho na aplicação, e os itens responsáveis pela mudança foram a videomodelação e a prática com feedback, sendo que o último produziu uma mudança mais significativa no desempenho das participantes
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Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.

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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.
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Degiorgio, Lisa. "Examining Distance Education in Teaching Clinical Counseling Skills to Rehabilitation Counselors-in-Training." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195630.

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This exploratory study was designed to examine counseling skill acquisition for Rehabilitation Counseling education students enrolled in a distance education Practicum I course. The course utilized interactive television (ITV), Desire 2 Learn (D2L), a course management system, and some formalized group meetings for curriculum delivery. Students were asked to provide two audio recordings that served as pre-test and post-test measures of counseling skills. Recordings were analyzed by two evaluators. In addition to the recordings, students completed two survey instruments, an initial demographic questionnaire and a survey of attitudes towards the use of technology in the course that was completed along with the post-test recording. A comparison of pre-test and post-test means on the audio recordings revealed no significant change in counseling skills for students enrolled in this course. There was an increase in the number of empathetic responses, clarifying statements, paraphrasing, questions and closing statements on the post-test recordings but a decrease in attending responses and opening statements. Survey findings indicated that students perceived distance education to be an effective use of their time and improved the quality of course interactions. Students also reported that technology made interacting with their peers difficult and somewhat impersonal. Approximately half of the students agreed that they were comfortable with the course technology. A majority to students indicated they would have preferred a traditional approach to learning counseling skills. These findings have implications for counseling programs currently utilizing ITV or webconferencing to deliver clinical skills courses. It may have broader implications for other clinical skills training programs delivering training via other distance education modalities.
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Potrus, Dani. "Swedish Sign Language Skills Training and Assessment." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209129.

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Sign language is used widely around the world as a first language for those that are unable to use spoken language and by groups of people that have a disability which precludes them from using spoken language (such as a hearing impairment). The importance of effective learning of sign language and its applications in modern computer science has grown widely in the modern aged society and research around sign language recognition has sprouted in many different directions, some examples using hidden markov models (HMMs) to train models to recognize different sign language patterns (Swedish sign language, American sign language, Korean sign language, German sign language and so on).  This thesis project researches the assessment and skill efficiency of using a simple video game to learn Swedish sign language for children in the ages within the range of 10 to 11 with no learning disorders, or any health disorders. During the experimental testing, 38 children are divided into two equally sized groups of 19 where each group plays a sign language video game. The context of the video game is the same for both groups, where both listened to a 3D avatar speak to them using both spoken language and sign language. The first group played the game and answered questions given to them by using sign language, whereas the other group answered questions given to them by clicking on an alternative on the video game screen. A week after the children have played the video game, the sign language skills that they have acquired from playing the video game are assessed by simple questions where they are asked to provide some of the signs that they saw during the duration of the video game. The main hypothesis of the project is that the group of children that answered by signing outperforms the other group, in both remembering the signs and executing them correctly. A statistical null hypothesis test is performed on this hypothesis, in which the main hypothesis is confirmed. Lastly, discussions for future research within sign language assessment using video games is described in the final chapter of the thesis.
Teckenspråk används i stor grad runt om i världen som ett modersmål för dom som inte kan använda vardagligt talsspråk och utav grupper av personer som har en funktionsnedsättning (t.ex. en hörselskada). Betydelsen av effektivt lärande av teckenspråk och dess tillämpningar i modern datavetenskap har ökat i stor utsträckning i det moderna samhället, och forskning kring teckenspråklig igenkänning har spirat i många olika riktningar, ett exempel är med hjälp av statistika modeller såsom dolda markovmodeller (eng. Hidden markov models) för att träna modeller för att känna igen olika teckenspråksmönster (bland dessa ingår Svenskt teckenspråk, Amerikanskt teckenspråk, Koreanskt teckenspråk, Tyskt teckenspråk med flera). Denna rapport undersöker bedömningen och skickligheten av att använda ett enkelt teckenspråksspel som har utvecklats för att lära ut enkla Svenska teckenspråksmönster för barn i åldrarna 10 till 11 års ålder som inte har några inlärningssjukdomar eller några problem med allmän hälsa. Under projektets experiment delas 38 barn upp i två lika stora grupper om 19 i vardera grupp, där varje grupp kommer att få spela ett teckenspråksspel. Sammanhanget för spelet är detsamma för båda grupperna, där de får höra och se en tredimensionell figur (eng. 3D Avatar) tala till dom med både talsspråk och teckenspråk. Den första gruppen spelar spelet och svarar på frågor som ges till dem med hjälp av teckenspråk, medan den andra gruppen svarar på frågor som ges till dem genom att klicka på ett av fem alternativ som finns på spelets skärm. En vecka efter att barnen har utfört experimentet med teckenspråksspelet bedöms deras teckenspråkliga färdigheter som de har fått från spelet genom att de ombeds återuppge några av de tecknena som de såg under spelets varaktighet. Rapportens hypotes är att de barn som tillhör gruppen som fick ge teckenspråk som svar till frågorna som ställdes överträffar den andra gruppen, genom att både komma ihåg tecknena och återuppge dom på korrekt sätt. En statistisk hypotesprövning utförs på denna hypotes, där denna i sin tur bekräftas. Slutligen beskrivs det i rapportens sista kapitel om framtida forskning inom teckenspråksbedömning med tv spel och deras effektivitet.
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Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

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Books on the topic "Experimental skill"

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Schutz, Christine. Nursing management: An experimental/skill building workbook. 2nd ed. Menlo Park, Calif: Addison-Wesley, 1988.

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Weatherford, David E. A review of theory and research found in selected experimental education, life skill development, and 4-H program impacts literature. [Raleigh, N.C.?]: North Carolina Agricultural Extension Service, 1987.

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Rāyanasuk, Prasong. Rāingān kānwičhai kānsưksā phon kānthotlō̜ng chai bǣpfưk sœ̄m thaksa kānphūt phāsā Thai kǣ dek chāokhao =: Experimental study on hilltribe children's speech corrections for Thai language by using oral skill exercises. [Bangkok]: Phāk Wichā Phāsā Thai læ Phāsā Tawanō̜k, Khana Manutsayasāt, Mahāwitthayālai Sīnakharintharawirōt, Prasānmit, 1989.

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Biomedical science practice: Experimental and professional skills. Oxford: Oxford University Press, 2011.

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Doyle, Jim. A young scientist's guide to defying disasters with skill and daring. Layton, Utah: Gibbs Smith, 2012.

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Armstrong, Howie. Developing training skills: A trainer's guide to experimental learning. Harlow: Longman, 1991.

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(undifferentiated), Richard A. Miller. The organization of perception and action in complex control skills. Columbus, Ohio: Ohio State University, 1989.

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Jacqueline, Nairn, ed. Exploring proteins: A student's guide to experimental skills and methods. Oxford: Oxford University Press, 2009.

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Price, Nicholas C. Exploring proteins: A student's guide to experimental skills and methods. Oxford: Oxford University Press, 2009.

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Price, Nicholas C. Exploring proteins: A student's guide to experimental skills and methods. Oxford: Oxford University Press, 2009.

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Book chapters on the topic "Experimental skill"

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Bordegoni, Monica, Umberto Cugini, and Caterina Rizzi. "Haptic augmented simulation supporting teaching skill to robots." In Experimental Robotics V, 167–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0112959.

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Nakawaki, Darrell, Sangwan Joo, and Fumio Miyazaki. "Optimal control based skill development system for the kip." In Experimental Robotics V, 105–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0112954.

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Kausler, Donald H. "Learning: Conditioning, Instrumental, Motor Skill, Procedural." In Experimental Psychology, Cognition, and Human Aging, 189–238. New York, NY: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4613-9695-6_4.

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Marcos-Pasero, Helena, Elena Aguilar-Aguilar, Maria P. Ikonomopoulou, and Viviana Loria-Kohen. "BDNF Gene as a Precision Skill of Obesity Management." In Advances in Experimental Medicine and Biology, 233–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74046-7_15.

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Newell, Karl M., Yeou-Teh Liu, and Gottfried Mayer-Kress. "Time Scales, Difficulty/Skill Duality, and the Dynamics of Motor Learning." In Advances in Experimental Medicine and Biology, 457–76. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-77064-2_24.

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Kilgour, O. F. G. "Basic Experimental Skills." In Work Out Biology GCSE, 266–90. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09450-9_15.

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Özcan, Beste, Valerio Sperati, Flora Giocondo, and Gianluca Baldassarre. "“X-8”: An Experimental Interactive Toy to Support Turn-Taking Games in Children with Autism Spectrum Disorders." In HCI International 2021 - Posters, 233–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78635-9_32.

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AbstractTurn-taking is a type of interaction where two individuals alternate a behaviour (e.g. during a conversation). Such competence – which is a foundamental key in the social behaviour – is often compromised in children with Autism Spectrum Disorders (ASDs). Neurodevelopmental therapists report how it is extremely difficult to teach this skill to young ASDs, yet it would be very important. In the current proposal we present an early prototype of interactive toy called X-8: it is a soft, wearable, six-legged octopus able to distinguish between two people, and produce different luminous patterns according to the user who is touching it. The toy can then potentially support therapists in set up sensory-motor games based on turn-taking rules. A first proof of concept is described and possible activities are proposed.
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Svorenčík, Andrej, and Harro Maas. "Knowledge and Skills." In The Making of Experimental Economics, 113–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20952-4_5.

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Printz-Påhlson, Göran. "Experiment, Science, Literature." In Skill, Technology and Enlightenment: On Practical Philosophy, 197–201. London: Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_20.

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Demes, Brigitte. "Technique of Experimental Stress Analysis." In Biomechanics of the Primate Skull Base, 25–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-70339-3_8.

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Conference papers on the topic "Experimental skill"

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Namvar, Fereshteh, Mahdi Rezaei Estakhroueieh, Hossein Lanjanian, and Peyman Hasani Abharian. "Autistic Children Skill Acquisition In Sport: An Experimental Study." In 2020 27th National and 5th International Iranian Conference on Biomedical Engineering (ICBME). IEEE, 2020. http://dx.doi.org/10.1109/icbme51989.2020.9319458.

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Liao, Yuntao, Kinoshita Takuya, and Toru Yamamoto. "Design and experimental evaluation of a human skill-based controller." In 2014 International Conference on Advanced Mechatronic Systems (ICAMechS). IEEE, 2014. http://dx.doi.org/10.1109/icamechs.2014.6911657.

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Balijepalli, Arvind, and T. Kesavadas. "An Experimental Haptic Based Skill Training Simulator for Manufacturing Applications." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32387.

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In this paper we present a concept of a versatile ‘haptics’ based robotic path planning and operator training tool. Some of the earlier work in the area of robotic path planning has been visited. A suitable force model has been developed and implemented to test the method. As a first step, a system for the training of machine operators and path planners is developed. Experiments are carried out to prove the hypothesis. Preliminary results from these experiments have been presented.
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Shimizu, Masayuki, Woo-Keun Yoon, and Kosei Kitagaki. "Experimental Validation of Task Skill Transfer Approach Using a Humanoid Robot." In 2007 IEEE International Symposium on Assembly and Manufacturing. IEEE, 2007. http://dx.doi.org/10.1109/isam.2007.4288463.

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.
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Shinnosuke Mori, Akihiro Sakaguchi, and Toru Yamamoto. "Design and experimental evaluation of a data-driven skill-based PID controller." In 2007 IEEE/ASME international conference on advanced intelligent mechatronics. IEEE, 2007. http://dx.doi.org/10.1109/aim.2007.4412411.

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Kurfman, Mark A., Robert B. Stone, Jagan R. Rajan, and Kristin L. Wood. "Functional Modeling Experimental Studies." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/dtm-21709.

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Abstract As more design methodologies are researched and developed, the question arises as to whether these new methodologies are actually advancing the field of engineering design or instead cluttering the field with more theories. There is a critical need to test new methodologies for their contribution to the field of design engineering. This paper presents the results of research attempts to substantiate repeatability claims of the functional model derivation method. Three experiments are constructed and carried out with a participant pool that possesses a range of engineering design skill levels. The experiments test the utility of the functional model derivation method to produce repeatable functional models for a given product among different designers. Results indicate the method is largely successful and identify its key strengths as well as opportunities for improvement.
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Althoff, Frank, Karla Geiss, Gregor McGlaun, Björn Schuller, and Manfred Lang. "Experimental evaluation of user errors at the skill-based level in an automative environment." In CHI '02 extended abstracts. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/506443.506595.

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Ahmadi, Seyed Mohammad, Elham Shirzad, Banafsheh Sajadi, Mehdi Cheraghi, and Khashayar Haghighi. "An Experimental Study on the Kinematics of a Skilled Service in Playing Tennis." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40131.

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This paper studies the effective parameters of a skilled service in playing tennis and determines their relationship with skill deals. Effective service in tennis plays an important role in gaining more desirable result and the most important factor of success in getting scores depends on the player’s skills in serving an effective service. The characteristics of a good service are the high speed of the ball and the precision of landing the ball. The several parameters affecting on these two characteristic in the service, are studied in this paper. Therefore, the Kinematic parameters of 8 Iranian professional tennis athletes of first division tennis league and also 8 non-professional Iranian athletes who exercise about 3 sessions a week were extracted. After land marking these athletes, by use of two high-frequency cameras, pictures were recorded when the tennis players were serving the services. The investigation on the results of these tests is performed by three dimensional motion analyses. The pictures are analyzed with the WinAnalyze software. Therefore, in this paper, the most important effective parameters in serving a successful service are detected.
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Tang, Feilong. "Optimal Complex Task Assignment in Service Crowdsourcing." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/217.

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Existing schemes cannot assign complex tasks to the most suitable workers because they either cannot measure skills quantitatively or do not consider assigning tasks to workers who are the most suitable but unavailable temporarily. In this paper, we investigate how to realize optimal complex task assignment. Firstly, we formulate the multiple-skill based task assignment problem in service crowdsourcing. We then propose a weighted multi-skill tree (WMST) to model multiple skills and their correlations. Next, we propose the acceptance expectation to uniformly measure the probabilities that different categories of workers will accept and complete specified tasks. Finally, we propose an acceptance-expectation-based task assignment (AE-TA) algorithm, which reserves tasks for the most suitable workers even unavailable temporarily. Comprehensive experimental results demonstrate that our WMST model and AE-TA algorithm significantly outperform related proposals.
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Reports on the topic "Experimental skill"

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Barrera-Osorio, Felipe, Adriana Kugler, and Mikko Silliman. Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27548.

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Fratantoni, David M. An Autonomous Glider Network for the Monterey Bay Predictive Skill Experiment / AOSN-II. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada628195.

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Fratantoni, David M. An Autonomous Glider Network for the Monterey Bay Predictive Skill Experiment / AOSN-II. Fort Belvoir, VA: Defense Technical Information Center, December 2006. http://dx.doi.org/10.21236/ada459840.

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Ganimian, Alejandro, Felipe Barrera-Osorio, María Loreto Biehl, and María Cortelezzi. Hard Cash and Soft Skills: Experimental Evidence on Combining Scholarships and Mentoring in Argentina. Inter-American Development Bank, September 2018. http://dx.doi.org/10.18235/0001326.

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Prada, María F., Graciana Rucci, and Sergio Urzúa. Training, Soft Skills and Productivity: Evidence from a Field Experiment in Retail. Inter-American Development Bank, May 2019. http://dx.doi.org/10.18235/0001714.

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Papay, John, Eric Taylor, John Tyler, and Mary Laski. Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w21986.

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Guryan, Jonathan, James Kim, and David Quinn. Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20689.

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Mohanan, Manoj, Katherine Donato, Grant Miller, Yulya Truskinovsky, and Marcos Vera-Hernández. Different Strokes for Different Folks: Experimental Evidence on the Effectiveness of Input and Output Incentive Contracts for Health Care Providers with Varying Skills. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25499.

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Fairlie, Robert, and Peter Riley Bahr. The Effects of Computers and Acquired Skills on Earnings, Employment and College Enrollment: Evidence from a Field Experiment and California UI Earnings Records. Cambridge, MA: National Bureau of Economic Research, February 2018. http://dx.doi.org/10.3386/w24276.

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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