Log in

Relevant bibliographies by topics / Explicit instructions / Journal articles

To see the other types of publications on this topic, follow the link: Explicit instructions.

Journal articles on the topic 'Explicit instructions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Explicit instructions.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

Abstract 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’ sociopragma

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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 e

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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. indire

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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 a

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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 ex

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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 interve

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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 r

APA, Harvard, Vancouver, ISO, and other styles

11

Royden, C. S., J. M. Cahill, and D. M. Conti. "Explicit instructions affect judgments of heading with rotations." Journal of Vision 4, no. 8 (2004): 804. http://dx.doi.org/10.1167/4.8.804.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Rahman, Ayuni Madarina Abdul, and Radzuwan Ab Rashid. "Explicit and Implicit Grammar Instructions in Higher Learning Institutions." English Language Teaching 10, no. 10 (2017): 92. http://dx.doi.org/10.5539/elt.v10n10p92.

Full text

Abstract:

Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators’ beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the r

APA, Harvard, Vancouver, ISO, and other styles

13

Abdullah, Hanisah, and Jeffrey Low Fook Lee. "THE EFFECTS OF ANALOGY INSTRUCTIONS ON SPRINT PERFORMANCE AND KINEMATICS." Malaysian Journal of Sport Scienceand Recreation (MJSSR) 17, no. 1 (2021): 35. http://dx.doi.org/10.24191/mjssr.v17i1.12723.

Full text

Abstract:

The purpose of this study was to examine the effects of analogy and explicit instructions on 50-m sprint performance and their running kinematics. Forty-five male Physical Education undergraduates participated in this study and were randomly divided into three groups, (i.e. analogy, explicit and control). Their sprint performances were assessed using wireless timing gate while the kinematic data was assessed by Kinovea software. The analogy group received three analogies which were “run tall”, “chin to pocket” and “claw the track” throughout the intervention sessions whereas the explicit group

APA, Harvard, Vancouver, ISO, and other styles

14

Sari, Suci Noer Wulan. "Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms." Indonesian Journal of EFL and Linguistics 3, no. 1 (2018): 33. http://dx.doi.org/10.21462/ijefll.v3i1.55.

Full text

Abstract:

In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted.

APA, Harvard, Vancouver, ISO, and other styles

15

Araya, Tadesse. "The Recall of Stereotypes: The Effects of Incidentally Activated Directed Forgetting Instructions." Experimental Psychology 50, no. 4 (2003): 247–56. http://dx.doi.org/10.1026//1618-3169.50.4.247.

Full text

Abstract:

Abstract. Based on the automotive model (J. A. Bargh, 1990 ; Dijksterhuis and van Knippenberg (1998 ) and the directed forgetting paradigm, the present study investigated whether incidentally activated forget and remember cues can lead to similar effects as explicitly given instructions. To this end, the present paper attempted to replicate the findings of Macrae, Bodenhausen, Milne, and Ford (1997 ) employing their category primes (child abuser, neutral), study lists (List 1, List 2), and procedure. Using explicit directed forgetting instructions, Experiment 1 showed that the recall of the st

APA, Harvard, Vancouver, ISO, and other styles

16

Joncas, Jasmine, and Lionel Standing. "How Much Do Accurate Instructions Raise Scores on a Timed Test?" Perceptual and Motor Skills 86, no. 3_suppl (1998): 1257–58. http://dx.doi.org/10.2466/pms.1998.86.3c.1257.

Full text

Abstract:

This study assessed the performance increment obtainable with small changes in test instructions, using the Digit Symbol subtest of the original Wechsler Adult Intelligence Scale. Scores were raised by 47% ( N = 60) under more explicit instructions than the standard instructions.

APA, Harvard, Vancouver, ISO, and other styles

17

Duijn, Tina van, Simon Thomas, and Rich SW Masters. "Chipping in on the role of conscious processing during children's motor learning by analogy." International Journal of Sports Science & Coaching 14, no. 3 (2019): 383–92. http://dx.doi.org/10.1177/1747954119841162.

Full text

Abstract:

The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work s

APA, Harvard, Vancouver, ISO, and other styles

18

Benson, Bryan L., Joaquin A. Anguera, and Rachael D. Seidler. "A spatial explicit strategy reduces error but interferes with sensorimotor adaptation." Journal of Neurophysiology 105, no. 6 (2011): 2843–51. http://dx.doi.org/10.1152/jn.00002.2011.

Full text

Abstract:

Although sensorimotor adaptation is typically thought of as an implicit form of learning, it has been shown that participants who gain explicit awareness of the nature of the perturbation during adaptation exhibit more learning than those who do not. With rare exceptions, however, explicit awareness is typically polled at the end of the study. Here, we provided participants with either an explicit spatial strategy or no instructions before learning. Early in learning, explicit instructions greatly reduced movement errors but also resulted in increased trial-to-trial variability and longer reac

APA, Harvard, Vancouver, ISO, and other styles

19

Van Dessel, Pieter, Gaëtan Mertens, Colin Tucker Smith, and Jan De Houwer. "The Mere Exposure Instruction Effect." Experimental Psychology 64, no. 5 (2017): 299–314. http://dx.doi.org/10.1027/1618-3169/a000376.

Full text

Abstract:

Abstract. The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Associ

APA, Harvard, Vancouver, ISO, and other styles

20

Van Dessel, Pieter, Jan De Houwer, Anne Gast, Colin Tucker Smith, and Maarten De Schryver. "Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation." Journal of Experimental Social Psychology 63 (March 2016): 1–9. http://dx.doi.org/10.1016/j.jesp.2015.11.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Van Dessel, Pieter, Jan De Houwer, Anne Gast, and Colin Tucker Smith. "Instruction-Based Approach-Avoidance Effects." Experimental Psychology 62, no. 3 (2015): 161–69. http://dx.doi.org/10.1027/1618-3169/a000282.

Full text

Abstract:

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupit

APA, Harvard, Vancouver, ISO, and other styles

22

Ziafar, Meisam. "The Influence of Explicit, Implicit, and Contrastive Lexical Approaches on Pragmatic Competence: The Case of Iranian EFL Learners." International Review of Applied Linguistics in Language Teaching 58, no. 1 (2020): 103–31. http://dx.doi.org/10.1515/iral-2016-0018.

Full text

Abstract:

AbstractResearch literature suggests the positive role of lexical chunks and translation in teaching and learning pragmatics (Ketko, H. 2000. Importance of multi-word chunks in facilitating communicative competence and its pedagogic implications. The Language Teacher 24(12). 5–11; Rose, K. R. 1999. Teachers and students learning about requests in Hong Kong. In E. Hinkel (Ed.), Culture in second language teaching and learning, 167–180. Cambridge: Cambridge University Press.). Accordingly, the present study aimed at investigating the influence of contrastive lexical approach (CLA), in comparison

APA, Harvard, Vancouver, ISO, and other styles

23

장주현. "Comparing Explicit and Implicit Pronunciation Instructions on Second Language Intelligibility." Studies in Foreign Language Education 34, no. 1 (2020): 413–30. http://dx.doi.org/10.16933/sfle.2020.34.1.413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Hong, Eunsook, Harold F. O’Neil, and Yun Peng. "Effects of Explicit Instructions, Metacognition, and Motivation on Creative Performance." Creativity Research Journal 28, no. 1 (2016): 33–45. http://dx.doi.org/10.1080/10400419.2016.1125252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Guynn, Melissa J., and Henry L. Roediger. "High-priority event instructions affect implicit and explicit memory tests." Psychological Research 57, no. 3-4 (1995): 192–202. http://dx.doi.org/10.1007/bf00431280.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Tahir, Mohd Haniff Mohd, Dianna Suzieanna Mohamad Shah, Mohamad Syafiq Ya Shak, Intan Safinas Mohd Ariff Albakri, and Airil Haimi Mohd Adnan. "Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners." Studies in English Language and Education 8, no. 3 (2021): 1227–47. http://dx.doi.org/10.24815/siele.v8i3.19539.

Full text

Abstract:

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabu

APA, Harvard, Vancouver, ISO, and other styles

27

Sharps, Matthew J., Angela L. Welton, and Jana L. Price. "Gender and Task in the Determination of Spatial Cognitive Performance." Psychology of Women Quarterly 17, no. 1 (1993): 71–83. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00677.x.

Full text

Abstract:

A variety of sex differences in spatial cognitive performance have been documented. However, factors other than those specifically related to gender and cognition per se, such as the perceived spatial character of given tasks, may contribute to such differences. In the present experiments, spatial memory and mental image rotation tasks were presented to female and male adults. The task formats or instructions were varied to emphasize or deemphasize the spatial character of the tasks. Highly “spatial” instructions or format significantly depressed performance on spatial tasks for women but not

APA, Harvard, Vancouver, ISO, and other styles

28

Mulyadi, Dodi. "EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class." E-Structural 1, no. 02 (2019): 123–41. http://dx.doi.org/10.33633/es.v1i2.2175.

Full text

Abstract:

Abstract. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students’ listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students’ listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instr

APA, Harvard, Vancouver, ISO, and other styles

29

Nguyen, Hoang Huy. "Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions." Journal of Language Teaching and Research 9, no. 2 (2018): 268. http://dx.doi.org/10.17507/jltr.0902.07.

Full text

Abstract:

The article presents a research project carried out at University of Languages and International Studies, Hanoi, on the integration of explicit listening strategy and sub-skill instructions into listening lessons. A strategy and sub-skill integrated syllabus was devised and implemented in eight consecutive weeks. The research aimed at investigating how students improved their listening habits after being taught listening strategies and sub-skills explicitly, as well as their engagement with and perception of this new teaching method. Data were collected via individual interviews, observations,

APA, Harvard, Vancouver, ISO, and other styles

30

Zawaiza, Theda Ruth Wiles, and Michael M. Gerber. "Effects of Explicit Instruction on Math Word-Problem Solving by Community College Students with Learning Disabilities." Learning Disability Quarterly 16, no. 1 (1993): 64–79. http://dx.doi.org/10.2307/1511159.

Full text

Abstract:

This study examined effects of two types of instruction on the word-problem solving performance of postsecondary students with learning disabilities. We used an analysis of error patterns to determine the effects of explicit instructions when word-problem language did not directly correspond (i.e., was inconsistent) with required arithmetic operations. Thirty-eight students randomly participated in either a translation training group, a diagram training group, or an attention-control group. Analyses of variance revealed that the diagram group outperformed both the attention-control and the tra

APA, Harvard, Vancouver, ISO, and other styles

31

Gowen, Emma, Andrius Vabalas, Alexander J. Casson, and Ellen Poliakoff. "Instructions to attend to an observed action increase imitation in autistic adults." Autism 24, no. 3 (2019): 730–43. http://dx.doi.org/10.1177/1362361319882810.

Full text

Abstract:

This study investigated whether reduced visual attention to an observed action might account for altered imitation in autistic adults. A total of 22 autistic and 22 non-autistic adults observed and then imitated videos of a hand producing sequences of movements that differed in vertical elevation while their hand and eye movements were recorded. Participants first performed a block of imitation trials with general instructions to imitate the action. They then performed a second block with explicit instructions to attend closely to the characteristics of the movement. Imitation was quantified a

APA, Harvard, Vancouver, ISO, and other styles

32

Krieger, Pauline, Markus Kattenbeck, Bernd Ludwig, Johannes Helmbrecht, and Ioannis Giannopoulos. "Hey You! Let’s Talk. Dialogue-Initiatives Revisited for Wayfinding Instructions." AGILE: GIScience Series 1 (July 15, 2020): 1–19. http://dx.doi.org/10.5194/agile-giss-1-11-2020.

Full text

Abstract:

Abstract. This paper presents Human-Computer Interaction design guidelines for interactive wayfinding assistance systems which provide on-line route instructions. These design suggestions are based on a corpus of human-to-human, on-line, landmark-based route instructions in German language which were gathered by means of an in-situ study involving pairs of participants. Based on the description of this collection, which is made publicly available, an in-depth analysis of the corpus is presented: This analysis reveals the importance of establishing Common Ground through existential-presentative

APA, Harvard, Vancouver, ISO, and other styles

33

Asaoka, Hiroshi, Tomoya Takahashi, Jiafei Chen, Aya Fujiwara, Masataka Watanabe, and Fumiyuki Noro. "Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder." Advances in Autism 5, no. 4 (2019): 243–54. http://dx.doi.org/10.1108/aia-09-2018-0028.

Full text

Abstract:

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit conditio

APA, Harvard, Vancouver, ISO, and other styles

34

장주현 and June-Q Lee. "Comparing two types of explicit pronunciation instructions on second language accentedness." Linguistic Research 32, no. ll (2015): 15–32. http://dx.doi.org/10.17250/khisli.32..201507.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Hu, Xiaoqing, Bertram Gawronski, and Robert Balas. "Propositional Versus Dual-Process Accounts of Evaluative Conditioning." Social Psychological and Personality Science 8, no. 8 (2017): 858–66. http://dx.doi.org/10.1177/1948550617691094.

Full text

Abstract:

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). Expanding on the debate between dual-process and propositional accounts, two studies investigated the relative effectiveness of counter-conditioning and counter-instructions in reversing EC effects on implicit and explicit evaluations. After conditioned evaluations were acquired via CS-US pairings, participants were either (1) presented with repeated CS-US pairings of the opposite valence or (2) given instructions that the CSs wi

APA, Harvard, Vancouver, ISO, and other styles

36

Woody, Robert H. "Musicians' Cognitive Processing of Imagery-Based Instructions for Expressive Performance." Journal of Research in Music Education 54, no. 2 (2006): 125–37. http://dx.doi.org/10.1177/002242940605400204.

Full text

Abstract:

This study addressed the cognitive processes of musicians using imagery to improve expressive performance. Specifically, it was an examination of the extent to which musicians translate imagery into explicit plans for the sound properties of music. Eighty four undergraduate and graduate music majors completed a research packet during individual practice sessions. Subjects worked with three melodies, each accompanied by an imagery example presented as a teacher's instructions for performing more expressively. The research packet guided subjects in considering the imagery-based instruction, prac

APA, Harvard, Vancouver, ISO, and other styles

37

Jönsson, Fredrik U., Margareta Hedner, and Mats J. Olsson. "The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning." Experimental Psychology 59, no. 5 (2012): 251–57. http://dx.doi.org/10.1027/1618-3169/a000150.

Full text

Abstract:

During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning c

APA, Harvard, Vancouver, ISO, and other styles

38

Dmitrenko, Natalia, and Liudmyla Melnyk. "EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL." Advanced Education 8, no. 18 (2021): 19–29. http://dx.doi.org/10.20535/2410-8286.228502.

Full text

Abstract:

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher

APA, Harvard, Vancouver, ISO, and other styles

39

Chuquichambi, Erick G., Guido B. Corradi, Enric Munar, and Jaume Rosselló-Mir. "When symmetric and curved visual contour meet intentional instructions: Hedonic value and preference." Quarterly Journal of Experimental Psychology 74, no. 9 (2021): 1525–41. http://dx.doi.org/10.1177/17470218211021593.

Full text

Abstract:

Symmetry and contour take part in shaping visual preference. However, less is known about their combined contribution to preference. We examined the hedonic tone and preference triggered by the interaction of symmetry and contour. Symmetric/curved, symmetric/sharp-angled, asymmetric/curved, and asymmetric/sharp-angled stimuli were presented in an implicit and explicit task. The implicit task consisted of an affective stimulus–response compatibility task where participants matched the stimuli with positive and negative valence response cues. The explicit task recorded liking ratings from the sa

APA, Harvard, Vancouver, ISO, and other styles

40

Dhaka, Suman, and Naveen Kashyap. "Explicit emotion regulation: Comparing emotion inducing stimuli." Psychological Thought 10, no. 2 (2017): 303–14. http://dx.doi.org/10.5964/psyct.v10i2.240.

Full text

Abstract:

Emotions are a major part of our subjective experiences of the world. At times, our emotions are not appropriate and require active management. Emotion regulation refers to the various ways of managing or controlling emotional responses. External stimuli play specific role in electing emotions. Pictures and movies elicit emotions and emotional effects of films are believed to exceed that of pictures. The aim of the present study is to compare the effectiveness of emotion regulation strategies across emotion induction method (picture and films). Forty participants rated their emotion on Self-As

APA, Harvard, Vancouver, ISO, and other styles

41

Wolf, Michael S., Michael S. Taitel, Jenny Z. Jiang, et al. "Prevalence of Universal Medication Schedule prescribing and links to adherence." American Journal of Health-System Pharmacy 77, no. 3 (2020): 196–205. http://dx.doi.org/10.1093/ajhp/zxz305.

Full text

Abstract:

Abstract Purpose A Universal Medication Schedule (UMS) that uses explicit language to describe when to take medicine has been proposed as a patient-centered prescribing and dispensing standard. Despite widespread support, evidence of its actual use and efficacy is limited. We investigated the prevalence of UMS instructions and whether their use was associated with higher rates of medication adherence. Methods National pharmacy records were analyzed for a cohort of type 2 diabetic adults ≥18 years old (N = 676,739) new to ≥1 oral diabetes medications between January and June 2014. Prescription

APA, Harvard, Vancouver, ISO, and other styles

42

Mohd Tahir, Mohd Haniff, Intan Safinas Mohd Ariff Albakri, Airil Haimi Mohd Adnan, and Rafidah Abd Karim. "The Effects of Explicit Vocabulary Instructions on Secondary ESL Students’ Vocabulary Learning." 3L The Southeast Asian Journal of English Language Studies 26, no. 2 (2020): 158–72. http://dx.doi.org/10.17576/3l-2020-2602-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Damen, Debby, Marije van Amelsvoort, Per van der Wijst, and Emiel Krahmer. "Changing views: the effect of explicit perception-focus instructions on perspective-taking." Journal of Cognitive Psychology 31, no. 3 (2019): 353–69. http://dx.doi.org/10.1080/20445911.2019.1606000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Heijltjes, Anita, Tamara van Gog, and Fred Paas. "Improving Students' Critical Thinking: Empirical Support for Explicit Instructions Combined with Practice." Applied Cognitive Psychology 28, no. 4 (2014): 518–30. http://dx.doi.org/10.1002/acp.3025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Krebs, Georgina, Colette R. Hirsch, and Andrew Mathews. "The effect of attention modification with explicit vs. minimal instructions on worry." Behaviour Research and Therapy 48, no. 3 (2010): 251–56. http://dx.doi.org/10.1016/j.brat.2009.10.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Mo, Junhua. "A Corpus-based 3M Approach to the Teaching of English Unaccusative Verbs." Theory and Practice in Language Studies 9, no. 11 (2019): 1396. http://dx.doi.org/10.17507/tpls.0911.04.

Full text

Abstract:

This study attempts to take a corpus-based approach to teaching English unaccusative verbs to Chinese students in a 3M way, which is a combination of implicit and explicit instructions. It finds that Chinese students welcome the corpus-based approach and are excited to see the concordance lines retrieved from the Chinese English Learner Corpus (CLEC). And they prefer explicit instructions by the teacher, which they think is insightful and useful. But they are not keen about figuring out the usages of the target words from the context, which they think is a bit boring. This suggests that Chines

APA, Harvard, Vancouver, ISO, and other styles

47

Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Explicit and implicit teaching Persian language structures and editing methods and translation performance of Iranian undergraduate translation students." Journal of Applied Research in Higher Education 11, no. 4 (2019): 926–40. http://dx.doi.org/10.1108/jarhe-11-2018-0240.

Full text

Abstract:

Purpose The purpose of this paper (experimental–comparative research) is to investigate the possible impacts of explicit and implicit teaching Persian structures and editing methods on the translation performance of the Iranian undergraduate translation students. Design/methodology/approach This research enjoyed a quasi-experimental design. A quasi-experimental research design was used in this research, as it was impossible to assign random sampling to the subjects. In addition, this research was a comparative group study as there were two experimental groups with two different treatments and

APA, Harvard, Vancouver, ISO, and other styles

48

Mulyadi, Dodi, Dwi Rukmini, and Issy Yuliasri. "The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions." Theory and Practice in Language Studies 7, no. 12 (2017): 1200. http://dx.doi.org/10.17507/tpls.0712.06.

Full text

Abstract:

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the

APA, Harvard, Vancouver, ISO, and other styles

49

Suzuki, Ikuo. "Directed Forgetting with Global Forget Instructions in An Implicit and Explicit Memory Test." Perceptual and Motor Skills 92, no. 3 (2001): 903–9. http://dx.doi.org/10.2466/pms.2001.92.3.903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ho, Aileen K., John L. Bradshaw, Robert Iansek, and Robin Alfredson. "Speech volume regulation in Parkinson’s disease: effects of implicit cues and explicit instructions." Neuropsychologia 37, no. 13 (1999): 1453–60. http://dx.doi.org/10.1016/s0028-3932(99)00067-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!