Relevant bibliographies by topics / Explicit instructions

Contents

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

Academic literature on the topic 'Explicit instructions'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Explicit instructions"

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Handayani, Trifita. "THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (2020): 195–210. http://dx.doi.org/10.32520/eji.v4i1.864.

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 The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.
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Braun, Curt C., Stephanie A. Glusker, Ronda S. Holt, and N. Clayton Silver. "Adding Consequence Information to Product Instructions: Changes in Hazard Perceptions." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 5 (1995): 346–49. http://dx.doi.org/10.1177/154193129503900511.

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Product instructions represent one possible medium through which product hazard and safety information can be conveyed. Recent research has demonstrated that the likelihood of precautionary behavior increases when such behaviors are explicitly described within the product-use instructions. Although precautionary information has been provided within the instructions, some users are unable to translate this information into action. Moreover, the inclusion of explicit actions within product-use instructions has not been shown to influence perceptions of product related hazards. The present effort evaluated the utility of adding consequence information to product instructions. A sample of 193 participants evaluated the likelihood that they would be injured while using two different products displaying instructions that outlined only the actions to be performed, actions followed by consequences, consequences followed by actions, and actions with the product warning repeated within the instructions. The data revealed that instructions outlining the consequences before the actions yielded the highest likelihood of injury ratings. Measures of instruction complexity, however, revealed no significant differences between instruction sets. The data, in conjunction with previous findings, suggest that product-use instructions represent a viable means of conveying product hazards.
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Albinet, C., and K. Fezzani. "Instruction in Learning a Temporal Pattern on an Anticipation-Coincidence Task." Perceptual and Motor Skills 97, no. 1 (2003): 71–79. http://dx.doi.org/10.2466/pms.2003.97.1.71.

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Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provided about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condition. However, the Explicit-Informative Instruction Condition produced unambiguously the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.
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Koceva, Vesna. "TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION." Knowledge International Journal 34, no. 6 (2019): 1645–50. http://dx.doi.org/10.35120/kij34061645k.

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This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.
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Pangestu, Adjie Putra, Jumatul Hidayah, and Eka Apriani. "The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (2021): 23. http://dx.doi.org/10.29300/ling.v7i1.4305.

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There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.
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Tse, Choi Yeung Andy, Andus Wong, Tara Whitehill, Estella Ma, and Rich Masters. "Examining the cognitive demands of analogy instructions compared to explicit instructions." International Journal of Speech-Language Pathology 18, no. 5 (2016): 465–72. http://dx.doi.org/10.3109/17549507.2015.1112834.

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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.
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Vasconcelos, Luis A., Maria A. Neroni, and Nathan Crilly. "The effect of explicit instructions in idea generation studies." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 3 (2018): 308–20. http://dx.doi.org/10.1017/s0890060417000658.

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AbstractIn inspiration and fixation experiments, example designs are often provided along with the instructions for how participants should treat them. However, research has not reached a consensus about the influence of such instructions, leading to difficulties in understanding how the examples and the instructions each affect idea generation. We conducted an experiment in which 303 participants designed for the same design problem, while given different examples and instructions, which ranged from strongly encouraging copying the examples to strongly discouraging copying. Exposure to the examples affected the number and type of ideas generated, whereas exposure to the instructions did not. However, instructions did affect how participants incorporated features of the examples in their ideas. Encouraged groups incorporated many features of the examples, while also incorporating structural features more than conceptual ones. Surprisingly, the incorporation of features in discouraged groups was not different from that of groups given no instructions or even no stimulus. This indicates that concrete features may be easier to recognize and reproduce than abstract ones, and that encouraging instructions are more effective than discouraging ones, despite how strict or lenient those instructions are. The manipulation of different features also allowed us to observe how similar approaches to solving a design problem can compete for attention and how the calculation of feature repetition can be misleading depending on how common or obvious the features might be. These findings have implications for the interpretation of results from fixation studies, and for the development of design tools that present stimuli to assist idea generation.
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Bahtaji, Michael Allan A. "Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions." Cypriot Journal of Educational Sciences 15, no. 4 (2020): 843–53. http://dx.doi.org/10.18844/cjes.v15i4.5063.

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The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs.
 
 Keywords: Graphical interventions, construction of graph, interpretation of graph, graphing skills, conceptual understanding;
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Anwar, Isvanelly, and Rusdi Noor Rosa. "THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (2020): 28–37. http://dx.doi.org/10.30743/ll.v4i1.1825.

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As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.
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Dissertations / Theses on the topic "Explicit instructions"

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Vaught, Donna Rae. "The effects of explicit instructions and processing demands on comprehension monitoring of learning disabled and nondisabled children." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/44694.

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The present study explored whether explicit instructions would improve the ability of learning disabled and non-disabled children to monitor their comprehension for explicitly stated inconsistencies in stories particularly when the processing demands were increased. Specifically, 24 LD and 24 NLD third and fourth-grade boys listened to three prose passages. Half of each group received explicit instructions describing exactly what type of anomaly was present in the story and the other half received general instructions. The processing demands were manipulated by presenting the stories to each child under three different conditions. In the easy presentation, the premise and contradictory sentences were adjacent. In the distractor task presentation, the premise and contradictory sentences were adjacent, but the child had to simultaneously monitor a secondary task while listening to the story. In the hard presentation, the premise and contradictory sentences were separated by two filler sentences. Multiple measures of detecting inconsistencies and recall were obtained. Past research has determined that LD children exhibit a production deficiency for monitoring inconsistencies in prose passages (Bos & Filip, 1984). However, the present research found that LD children do not exhibit a production deficiency for monitoring explicitly stated inconsistencies in passages. Furthermore, LD and NLD children exhibited the same proficiency in identifying the inconsistencies and recalling the stories. This research provides additional information that must be considered before labeling the LD child as an “inactive learner" (Torgesen, 1980).<br>Master of Science
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Donnelly, Allan R. (Allan Richard). "Measuring the effects of explicit instructions and incentives on the idea generation rate of a crowd-based population." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/90686.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 57-60).<br>Management researchers have long sought strategies for increasing the rate and quality of ideas generated among workers. Additionally, the advent of internet-based communications has created opportunities for valuable ideas to be generated - and harnessed - from crowds of individuals. The first section of this paper reviews the early and recent literature on measuring creativity, focusing specifically on the effects of incentives and explicit instructions on the rate of idea generation. The following section describes the crowdsourcing platform through which the research was conducted - Amazon Mechanical Turk (AMT) - and reviews recent work that has utilized this platform for experimental research. The project at hand engages participants in a divergent thinking exercise to measure the rate of idea generation for the crowd-based population. The findings show more unique ideas occur later in the response period, demonstrating the presence of the serial order effect; that explicitly instructing respondents to "Be Creative" increases the rate of idea generation; and that offering a bonus incentive for "especially creative ideas" decreases the rate of idea generation for specific demographics of respondents. The paper continues with a discussion of research limitations and areas for further exploration. Conclusions and insights are offered at the end.<br>by Allan R. Donnelly.<br>S.M. in Engineering and Management
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Jaksic, Bozovic Lara, and Enqvist Daniela Rizzo. "Krona eller krona? Alla ord leder till Rom : En interventionsstudie för ämnesordskunskap i de naturvetenskapliga ämnena." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43694.

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The aim of this study was to identify effective teaching strategies for vocabulary acquisition for primary school-age children in natural sciences. Primarily, using qualitative method observation, it was empirically shown that the primary vocabulary instructions used during natural science studies were indirect incidental word learning activities such as conversation in the classroom. A test was standardized from Homegaard and Johansson Kokkinakis (2006) to asses and measure pupils’ breadth and depth of vocabulary knowledge for vocabulary words that were used during science class. The conducted test showed that the pupils’ trough incidental word learning had low vocabulary acquisition, primarily because of the everyday language used in a scientific context, leading this study to aim to answer the following questions:   Will providing explicit instructions for word acquisition increase pupils’ vocabulary?   Which possible explanations are there for the vocabulary increase?   An intervention practice was conducted to improve vocabulary acquisition, using five evidence-based suggestions for meaningful vocabulary intervention activities, provided by Steele and Mills (2011) and Becks, McKeown and Kucan (2002). The steps are based on explicit instructional activities which were used in teaching natural science. The same test that was used to asses and measure pupils’ breadth and depth of vocabulary knowledge of vocabulary words was used after the intervention. The empirical results showed that instructional strategies providing explicit instruction were successful in increasing pupils’ breadth and depth of vocabulary knowledge. Hence, this study identifies the empirical link between vocabulary instructions and vocabulary acquisition, as to increase the pupils’ breadth and depth of vocabulary knowledge, by the acknowledgement of the difference between everyday language and scientific vocabulary with explicit teaching of the scientific language.
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Child, Angela R. "Explicit Instruction Elements in Core Reading Programs." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.

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Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP reading lessons. This study sought to answer the question: What elements of explicit instruction or instructional moves are included in the five most widely published CRP teachers’ edition lessons across five essential components of reading instruction? A content analysis of reading lessons in first, third, and fifth grades within current (copyright 2005-2010), widely used CRPs was conducted to determine the number and types of explicit instruction elements or instructional moves recommended within reading lessons for the following essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Findings offer several implications for publishers of CRPs and educators. First, guided practice was recommended most often in CRP lessons. Second, all five publishers were more similar than different in the number and types of explicit instruction elements or instructional move recommendations. All publishers rarely recommended the use of the explicit instruction elements of feedback and monitoring. Conversely, the explicit instruction elements or instructional moves of discussion and questioning were used almost to the exclusion of other elements of explicit instruction for comprehension lessons. It was also found that the recommendations to use elements of explicit instruction diminished from the lower to the upper grades—offering intermediate-grade teachers fewer explicit instruction recommendations.
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Elledge, Deborah. "Improving Reading Comprehension Through Explicit Summarization Instruction." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.

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Borba, Valquíria Claudete Machado. "O papel da interação entre a instrução implícita e explícita na produção textual de contos de assombração." Universidade Federal de Alagoas, 2009. http://repositorio.ufal.br/handle/riufal/535.

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This research investigated the role of the interaction between the implicit and explicit instructions and of the knowledge of the textual genre tales of terror on the development of its written production. We understand the learning through the implicit instruction when it is conducted without emphasizing its characteristics. On the other hand, the learning through the interaction between the implicit and explicit instructions happens when the characteristics of the textual genre in study is emphasized and analyzed. In order to carry out our study, we have chosen subjects from two groups of ninth grade of an elementary school in Maceió. Once we have decided to study the role of the interaction between the implicit and explicit instructions, the role of memory is important. Hence, we proposed the study of the declarative memory, having in mind that the implicit instruction itself does not guarantee the development of the aspects that need to be improved. In our point of view, the interaction between the implicit and explicit instructions é fundamental in this case. We based our theory on the connectionist approach that says learning happens through the experience someone has. According to it, we propose the learning of the textual genre tales of terror in two distinct environments of instruction. Our main hypothesis is that the learning through the interaction between the implicit and explicit instructions is more helpful than the learning through the implicit instruction. We hope our study may help in the studies about cognitive processes involved in the textual production.<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Nosso estudo consistiu em verificar o papel da interação entre a instrução implícita e explícita e do conhecimento do gênero textual conto de assombração no desenvolvimento da produção textual desse gênero textual. Partimos da compreensão de que a aprendizagem através da instrução implícita acontece quando o trabalho de determinado gênero textual é conduzido sem que suas características sejam explicitamente destacadas. Já a aprendizagem através da interação entre a instrução implícita e explícita acontece quando há destaque e reflexão explícita sobre os constituintes do gênero textual em questão. Para a realização da nossa pesquisa, escolhemos sujeitos de duas turmas de nona série do Ensino Fundamental de uma escola municipal de Maceió. Ao estudar a questão da interação entre a instrução implícita e explícita, o papel da memória é fundamental para justificar esse tipo de abordagem. Por isso, propomos o estudo do papel da memória declarativa, partindo da hipótese de que a instrução implícita apenas não garante o desenvolvimento de aspectos que precisam ser desenvolvidos na produção textual de forma a levar o aluno a se tornar um escritor proficiente. Defendemos que a interação entre a instrução implícita e explícita é fundamental nesse caso. E, para sustentar nosso estudo, nos apoiamos na teoria conexionista, que compreende que a aprendizagem da linguagem acontece a partir da experiência do indivíduo no ambiente que o circunda. Seguindo essa premissa, propomos a aprendizagem do gênero textual conto de assombração em dois ambientes distintos de instrução. Nossa hipótese central foi a de que o ensino baseado na interação entre a instrução implícita e explícita favorece mais o desenvolvimento da produção textual do que o ensino baseado só na instrução implícita. Assim, com base no referencial teórico conexionista, o objetivo geral da nossa investigação sobre o papel da interação entre instrução implícita e explícita e do conhecimento do gênero textual conto de assombração no desenvolvimento da sua escritura pretende contribuir para os estudos sobre os processos envolvidos na produção textual.
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Dwyer, Edward J. "Explicit Phonics Instruction within the Literature Based Reading Program." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3733.

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Dean, Emily Ocker. "The efficacy of systematic, explicit literacy instruction in kindergarten and first grade." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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Dwyer, Edward J. "Explicit Phonics Instruction with Emphasis on Onsets and Rimes." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3734.

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Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.

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Books on the topic "Explicit instructions"

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Kendall, E. D. The Lawrence "Mother Goose": A delightful evening's entertainment, with explicit practical instructions for carrying out a successful programme. Lee and Shepard, 1987.

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1948-, Hughes Charles A., ed. Explicit instruction: Effective and efficient teaching. Guilford Press, 2011.

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Goeke, Jennifer L. Explicit instruction: A framework for meaningful direct teaching. Merrill, 2009.

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Foxx, Randi. Advanced sex: Explicit positions for explosive lovemaking. Carlton, 2007.

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Towell, Richard. The effect of explicit instruction in advanced language learning. University of Salford Department of Modern Languages, 1991.

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Cantürk, Bahar. Explicit grammar instruction: A comparison of comprehension-based and production-based instruction for EFL learners. Anadolu Üniversitesi, 2001.

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Silvia, Ybarra, ed. Explicit direct instruction (EDI): The power of the well-crafted, well taught lesson. Corwin Press, 2008.

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Road map to ecstasy: Totally explicit techniques every man needs to know. Rodale, 2002.

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M.R.I.K Ratnayaka. Contribution of explicit instruction of grammar to learning English at junior secondary level in Sri Lanka. The Author], 2001.

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Circular to district registrars: The instructions to division registrars are so explicit .. s.n., 1986.

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Book chapters on the topic "Explicit instructions"

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Goo, Jaemyung, Gisela Granena, Yucel Yilmaz, and Miguel Novella. "Implicit and explicit instruction in L2 learning." In Implicit and Explicit Learning of Languages. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.18goo.

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Ellis, Rod. "Form-focused instruction and the measurement of implicit and explicit L2 knowledge." In Implicit and Explicit Learning of Languages. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.17ell.

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Ellis, Rod. "1. Implicit and Explicit Learning, Knowledge and Instruction." In Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691767-003.

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Ellis, Rod. "Explicit Form-Focused Instruction and Second Language Acquisition." In The Handbook of Educational Linguistics. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch31.

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Tippett, Christine D., and Robert J. Anthony. "Explicit Literacy Instruction Embedded in Middle School Science Classrooms." In Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-506-2_8.

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Snape, Neal, and Noriaki Yusa. "Explicit Article Instruction in Definiteness, Specificity, Genericity and Perception." In Educational Linguistics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6362-3_9.

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Milán-Maillo, Iris, and Elisabet Pladevall-Ballester. "Explicit Plurilingualism in Co-taught CLIL Instruction: Rethinking L1 Use." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_10.

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Dascal, Shlomit, and Uzi Vishkin. "Experiments with List Ranking for Explicit Multi-Threaded (XMT) Instruction Parallelism." In Algorithm Engineering. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48318-7_6.

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Gepner, Pawel. "Overview of IA-64 Explicitly Parallel Instruction Computing Architecture." In Parallel Processing and Applied Mathematics. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-48086-2_37.

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Erlam, Rosemary, Shawn Loewen, and Jenefer Philp. "10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge." In Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691767-012.

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Conference papers on the topic "Explicit instructions"

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Liu, Rui, Jeremy Webb, and Xiaoli Zhang. "Natural-Language-Instructed Industrial Task Execution." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60063.

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To effectively cooperate with a human, advanced manufacturing machines are expected to execute the industrial tasks according to human natural language (NL) instructions. However, NL instructions are not explicit enough to be understood and are not complete enough to be executed, leading to incorrected executions or even execution failure. To address these problems for better execution performance, we developed a Natural-Language-Instructed Task Execution (NL-Exe) method. In NL-Exe, semantic analysis is adopted to extract task-related knowledge, based on what human NL instructions are accurately understood. In addition, logic modeling is conducted to search the missing execution-related specifications, with which incomplete human instructions are repaired. By orally instructing a humanoid robot Baxter to perform industrial tasks “drill a hole” and “clean a spot”, we proved that NL-Exe could enable an advanced manufacturing machine to accurately understand human instructions, improving machine’s performance in industrial task execution.
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Paul, Rohan, Jacob Arkin, Nicholas Roy, and Thomas M. Howard. "Grounding Abstract Spatial Concepts for Language Interaction with Robots." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/696.

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Our goal is to develop models that allow a robot to understand or ``ground" natural language instructionsin the context of its world model. Contemporary approaches estimate correspondences between an instruction and possible candidate groundings such as objects, regions and goals for a robot's action. However, these approaches are unable to reason about abstract or hierarchical concepts such as rows, columns and groups that are relevant in a manipulation domain. We introduce a probabilistic model that incorporates an expressive space of abstract spatial concepts as well as notions of cardinality and ordinality. Abstract concepts are introduced as explicit hierarchical symbols correlated with concrete groundings. Crucially, the abstract groundings form a Markov boundary over concrete groundings, effectively de-correlating them from the remaining variables in the graph which reduces the complexity of training and inference in the model. Empirical evaluation demonstrates accurate grounding of abstract concepts embedded in complex natural language instructions commanding a robot manipulator. The proposed inference method leads to significant efficiency gains compared to the baseline, with minimal trade-off in accuracy.
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Renu, Rahul, and Gregory Mocko. "Ontological Knowledge Representation and Inference Rules for MTM Decision Support System." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35281.

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The objective of the research presented is to develop and implement an ontological knowledge representation for Methods-Time Measurement assembly time estimation process. The knowledge representation is used to drive a decision support system that provides the user with intelligent MTM table suggestions based on assembly work instructions. Inference rules are used to map work instructions to MTM tables. An explicit definition of the assembly time estimation domain is required. The contribution of this research, in addition to the decision support system, is an extensible knowledge representation that models work instructions, MTM tables and mapping rules between the two which will enable the establishment of assembly time estimates. Further, the ontology provides an extensible knowledge representation framework for linking time studies and assembly processes.
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Chen, Hsueh Chu, and Jingxuan Tian. "The Effects of Explicit Rule and Acoustic-perceptual Instructions on Chinese ESL Learners’ Prosodic Acquisition of English Lexical Stress." In 10th International Conference on Speech Prosody 2020. ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-170.

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Van Vooren, Valerie, André Mottart, and Joachim Vlieghe. "EXPLICIT REVISION INSTRUCTION IN HIGHER EDUCATION WRITING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0265.

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Pardo-Ballester, Cristina. "Assessing L2 listening in CALL and listening strategy use." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9487.

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This longitudinal study examines students’ learning strategies of 222 Spanish intermediate learners when taking several listening tests. It also examines the effect of different instructional formats (online-hybrid vs. face2face-blended) on the learners’ strategy use. There were four versions of the same text: an audio format, a video format, a redundancy-enhanced version in audio format, and a redundancy-enhanced version in video format. A pseudo-cross over design was utilized for this study with four listening tests used with each group. Participants completed a questionnaire immediately after each listening test to learn about learners’ strategies before, during and after listening in order to elicit information about the particular strategies that learners used to complete each listening test. Results indicated that there was a listening comprehension strategy development over time without explicit instruction, but participants from different instructional formats developed different strategies. There was a statistically significant difference for intermediate-low learners when perceiving the use of cognitive and metacognitive strategies, but the effect of redundancy does not seem to have an impact. Intermediate-mid learners did not perceive a difference with the use of strategies when completing listening tests with or without redundancy.
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Lindemann, Udo, and Ralf Stetter. "Industrial Application of the Method “Early Determination of Product Properties”." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5647.

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Abstract Nothing is more critical for the success of a project than a design flaw that remains undetected until the product is in production or even handed over to the customer. In order to prevent the negative effects of undetected flaws, the method “early determination of product properties” has been developed at the Chair of Design at the Technische Universität München. In this paper the introduction of the method in a mid-size industrial company and the first resulting tool, the Parameter Checklist, are described. The presented research started with a detailed analysis of the product development process in the industrial company. In order to introduce a complex method in an industrial company, many aspects of the situation of the designers, from existing tools and procedures to the designers’ capabilities have to be considered. Because of this, the method was divided into distinct ideas, stages and tools, and compared individually to the situation given. On this basis a first methodical tool was developed, intended to support designers while using the method. The tool called Parameter Checklist supports designers in planning analyses (e.g. tests with physical prototypes, finite element analyses) and in interpreting the results of these analyses. Furthermore, by using the tool, a database is filled that provides enough information to reconstruct the described analyses. In contrast with conventional testing instructions, the Parameter Checklist contains an explicit description of the model, in some respects found to be important, and a list of the influencing parameters. This is the basis for both a simple but conscious form of analysis planning and a more thorough interpretation of the analysis results.
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Mawas, Nour El, Lahcen Oubahssi, and Pierre Laforcade. "Making Explicit the Moodle Instructional Design Language." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.43.

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Kusumawati, Eny. "Explicit Instruction, Comic Strips and ESP Reading Comprehension." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007163201270133.

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Kuzmanovska, Dragana, Marica Tasevska, Tatjana Ulanska, and Adrijana Hadzi-Nikolova. "EXPLICIT INSTRUCTION AS A TOOL FOR IMPROVING LANGUAGE COMPETENCE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0807.

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Reports on the topic "Explicit instructions"

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Chandler, Erol. Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1473.

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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.

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In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).
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