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Journal articles on the topic 'Text differences'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Makhmudovna, Madirimova Sokhiba, Abdulhaq Rahimi Saripul, and Jamila Eisar. "ANALYSIS OF TEXT DIFFERENCES IN MUTRIB'S WORKS." American Journal Of Philological Sciences 03, no. 04 (2023): 41–47. http://dx.doi.org/10.37547/ajps/volume03issue04-07.

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Yang, Ping. "Nonverbal gender differences: examining gestures of university-educated Mandarin Chinese speakers." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 30, no. 3 (2010): 333–57. http://dx.doi.org/10.1515/text.2010.017.

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3

Britton, Bruce K., Mark Stimson, Barry Stennett, and Sami Gülgöz. "Learning from instructional text: Test of an individual-differences model." Journal of Educational Psychology 90, no. 3 (1998): 476–91. http://dx.doi.org/10.1037/0022-0663.90.3.476.

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4

Haenggi, Dieter, and Charles A. Perfetti. "Individual differences in reprocessing of text." Journal of Educational Psychology 84, no. 2 (1992): 182–92. http://dx.doi.org/10.1037/0022-0663.84.2.182.

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BUHAICHUK, O. V. "DISCOURSE AND TEXT: INTERCONNECTION AND DIFFERENCES." Research Bulletin Series Philological Sciences, no. 212 (2025): 76–83. https://doi.org/10.32782/2522-4077-2025-212-11.

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Baklouti, Akila Sellami. "The impact of genre and disciplinary differences on structural choice: taxis in research article abstracts." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 31, no. 5 (2011): 503–23. http://dx.doi.org/10.1515/text.2011.025.

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7

Shkredov, I. D. "Differences of subgroups in subgroups." International Journal of Number Theory 14, no. 04 (2018): 1111–34. http://dx.doi.org/10.1142/s1793042118500690.

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We prove, in particular, that if [Formula: see text], [Formula: see text] are two arbitrary multiplicative subgroups satisfying [Formula: see text], then [Formula: see text]. Also, we obtain that for any [Formula: see text] and a sufficiently large subgroup [Formula: see text] with [Formula: see text] there is no representation [Formula: see text] as [Formula: see text], where [Formula: see text] is another subgroup, and [Formula: see text] is an arbitrary set, [Formula: see text]. Finally, we study the number of collinear triples containing in a set of [Formula: see text] and prove a variant

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Dustova, Surayyo Savronovna. "TEXT DIFFERENCES IN GAZELLES IN TAZKIRAI SHUARO." International journal of word art 5, no. 2 (2022): 87–92. https://doi.org/10.5281/zenodo.6634059.

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The work "Tazkirai shuaro", which provides information about the literary environment of Khorezm in the late XIX and early XX centuries and information about the lives of about sixty poets. In addition, the tazkira contains sample poems from the works of each poet. The text of the poems of the authors named in the tazkira was compared with the manuscripts and edition of the tazkira and compared with the text of historical and literary sources, the devon or other separate source where the author's poetry was collected. The article examines the differences in the text of the sample

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Wallot, Sebastian, Geoff Hollis, and Marieke van Rooij. "Connected Text Reading and Differences in Text Reading Fluency in Adult Readers." PLoS ONE 8, no. 8 (2013): e71914. http://dx.doi.org/10.1371/journal.pone.0071914.

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Hall, Sophie, Jaskaran Basran, Kevin B. Paterson, Rebecca Kowalski, Ruth Filik, and John Maltby. "Individual differences in the effectiveness of text cohesion for science text comprehension." Learning and Individual Differences 29 (January 2014): 74–80. http://dx.doi.org/10.1016/j.lindif.2013.10.014.

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Chang, Peichin. "Maintaining coherence in research argument: identifying qualitative differences between experts’ and students’ texts." Text & Talk 38, no. 6 (2018): 655–82. http://dx.doi.org/10.1515/text-2018-0018.

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Abstract This study explores coherence as a textual phenomenon in research writing Introductions. Drawing on Systemic Functional Linguistics, the analysis identifies differences in the quality of coherence in both experts’ and students’ texts by examining the semantic overlaps between the global Themes, followed by the quality of lexical chain deployment, and by how these inform the development of three rhetorical moves. Close analysis was performed on four texts, drawn from the corpora comprising 35 expert and 35 student research Introduction texts. The analysis reveals that the expert and st

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12

Madirimova, Sohiba. "Mutrib asarlaridagi matn tafovutlari tahlili." Узбекистан: язык и культура 1, no. 1 (2023): 15–26. http://dx.doi.org/10.47689/ulac-vol1-iss1-y2022-pp15-26.

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Ushbu maqolada Xorazm adabiy muhiti shoiri Muhammad Hasan Mutrib Hoji Tabib o‘g‘lining (1853–1923) lirik she’rlari matnshunoslik aspektida tadqiq qilingan. Shoirning nashr qilingan she’rlari, O‘zbekiston Fanlar akademiyasi Sharqshunoslik instituti fondida 903/IV, 906/VII raqami ostida saqlanayotgan qo‘lyozmalari, Laffasiyning 12561 raqamli tazkira qo‘lyozmasiva, Matnazar Pirnazarovning “Mutrib Xonaxarobiy (Risola majmua)”si, Bolta Davlatovning “Xorazm haqiqati” gazetasi (1991-yil, 20-iyul soni), “Guliston jurnali” (1974-yil 7-soni), Polvonnazir Bobojonov (Laffasiy. Tazkirayi shuaro. 1992) tomo

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13

Shake, Matthew C., Soo Rim Noh, and Elizabeth A. L. Stine-Morrow. "Age differences in learning from text: Evidence for functionally distinct text processing systems." Applied Cognitive Psychology 23, no. 4 (2009): 561–78. http://dx.doi.org/10.1002/acp.1494.

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Hall, Judith A., Jin X. Goh, Marianne Schmid Mast, and Christian Hagedorn. "Individual Differences in Accurately Judging Personality From Text." Journal of Personality 84, no. 4 (2015): 433–45. http://dx.doi.org/10.1111/jopy.12170.

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15

Tun, P. A. "Age Differences in Processing Expository and Narrative Text." Journal of Gerontology 44, no. 1 (1989): P9—P15. http://dx.doi.org/10.1093/geronj/44.1.p9.

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16

Kenning, Marie-Madeleine. "Differences that make the difference: a study of functionalities in synchronous CMC." ReCALL 22, no. 1 (2010): 3–19. http://dx.doi.org/10.1017/s0958344009990164.

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AbstractThis paper has a dual aim: to situate functionalities among the complex of factors that help shape online interactions and to explore the heterogeneity of audio conferencing and its implications. Following a critical discursive synthesis of the treatment of variables in the literature, attention focuses on the distinctive and diverse characteristics of synchronous audio environments. The existence of a synchronous-asynchronous dichotomy is questioned and the effects of a number of differences are highlighted. As a further illustration, the paper next undertakes a comparison ofLyceumand

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Milin, Petar, Filip Nenadić, and Michael Ramscar. "Approaching text genre." Scientific Study of Literature 10, no. 1 (2020): 3–34. http://dx.doi.org/10.1075/ssol.19020.mil.

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Abstract In the present study, we sought to clarify how differences in contextualized experience influence the performance of participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by the factors that have long been known to influence le

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18

S, Gnanasoundari. "Differentiation in Tholkappiyam Text and the Comparison of Text." International Research Journal of Tamil 4, S-18 (2022): 322–29. http://dx.doi.org/10.34256/irjt224s1843.

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Without variation we cannot speak and write. Language is necessary to communicate with others. Language needs words and words are made up of letters. All these together frame a sentence. So, a sentence gets its life through differentiation. There are eight such differentiations. They are I, Odu, Ku, In, Athu, Kan and Vili. The ability to express the differentiation in the text is called ‘differentiate unconsciousness’. It is about the system that differs based on the eight-differentiation mentioned above and a series of systems that are not differentiated. The differentiation in the form of di

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19

Primor, Liron, Raquel Cerdán, Ignacio Máñez, and Menahem Yeari. "Predicting multiple-text integration." Written Language & Literacy 27, no. 1 (2024): 31–65. https://doi.org/10.1075/wll.00082.pri.

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Abstract This study investigated how single-text reading comprehension and individual differences contribute to multiple-text integration. One hundred fourteen students read sets of multiple texts on two distinct topics and completed two multiple-text integration tasks for each topic: an essay and a sentence verification task. The tasks were evaluated across three integration levels: selecting main ideas, forming generalizations, and generating deep-level inferences. The researchers conducted a series of linear regressions and hierarchical linear models separately for each integration task and

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20

Oyekan, Funke Elizabeth, and Victor Umaru. "Text-Critical Issues Between the Masoretic Text and the Septuagint Text of the Book of Jeremiah." International Journal of Religion 5, no. 11 (2024): 5709–20. http://dx.doi.org/10.61707/xzet1v58.

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This paper examines the text-critical issues between the Masoretic Text (MT) and the Septuagint (LXX) versions of the Book of Jeremiah, focusing on orthographic variants, editorial changes, and transcription errors. The study begins with the Masoretic Text, detailing its historical development, transmission, and defining features. It then discusses significant textual variants within the MT tradition, such as spelling, grammar, and word order. The paper then turns to the Septuagint translation, analysing notable differences in wording, verse arrangement, and theological emphases. These differe

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21

Hwang, Sanghyeon, and Youngmin Park. "Differences in inferential comprehension of high school students depending on text types." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 895–909. http://dx.doi.org/10.22251/jlcci.2022.22.18.895.

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Objectives The purpose of this study is to identify the level of inferential comprehension of high school students and to explore the points to be considered for effective reading instruction and rational evaluation based on this. Methods The level of inferential comprehension of 580 high school students enrolled in general high schools in Seoul, Incheon, Gwangju, Ulsan, Gyeonggi, and Gangwon-do was measured by using 40 optional items that can measure inferential comprehension as a test tool. For the response results, descriptive statistics were checked using Google's colab, and t-test a

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22

Wiyanto, Muhammad Saibani, and Panji Wisnu Asmorobangun. "GENDER DIFFERENCES OF STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT." Journal of Languages and Language Teaching 8, no. 2 (2020): 153. http://dx.doi.org/10.33394/jollt.v8i2.2314.

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Language has an important role for every member of the speech community. The connection between language and society is recognized as the main interest of sociolinguistics. Nowadays, sociolinguistic has involved many significant research topics. One of them is the relationship between gender and language. Studies about gender differences have been conducted for many years, which also deals with the use of a language as a foreign language. For instance, studying English as a foreign language (EFL) among the nonnative speakers and its gender-sensitive investigation. The current article provides

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23

Hannon, Brenda, and Meredyth Daneman. "Shallow Semantic Processing of Text: An Individual-Differences Account." Discourse Processes 37, no. 3 (2004): 187–204. http://dx.doi.org/10.1207/s15326950dp3703_1.

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24

Stine, Elizabeth A. L., and Arthur Wingfield. "Levels upon levels: Predicting age differences in text recall." Experimental Aging Research 13, no. 4 (1987): 179–83. http://dx.doi.org/10.1080/03610738708259322.

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25

Niedre, Laila. "CULTURAL DIFFERENCES IN TEXT FORMATION IN RESEARCH PAPERS/ORGANISATION." Culture Crossroads 7 (November 14, 2022): 277–85. http://dx.doi.org/10.55877/cc.vol7.247.

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Research texts have been explored by linguists from various aspects for a long time: however, in 1987 Michael Clyne’s publication on cultural differences in English and German research texts urged linguists to turn to search for common and distinct features in research texts written in different languages. Thus, a number of pieces of contrastive research have been written over the recent 25 years not only on texts written in English and German, but also in Spanish, Italian etc. Research texts in Latvian have been less investigated from the contrastive aspect. However, Prof. Andrejs Veisbergs,

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26

Long, Debra L., Brian J. Oppy, and Mark R. Seely. "Individual Differences in Readers’ Sentence- and Text-Level Representations." Journal of Memory and Language 36, no. 1 (1997): 129–45. http://dx.doi.org/10.1006/jmla.1996.2485.

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27

Minnaert, Alexander E. "Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge." Psychological Reports 84, no. 1 (1999): 167–77. http://dx.doi.org/10.2466/pr0.1999.84.1.167.

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This study investigated the relationship between reading comprehension and comprehension monitoring with undergraduates (223 women, 69 men). Further, the effect of test anxiety and of prior knowledge on reading comprehension and on comprehension monitoring was examined in groups of students of equal intellectual ability. Students with high scores on reading comprehension performed better on a comprehension monitoring task as well. Individual differences in reading comprehension with a multiple-choice response format emerged as a function of the interaction between test anxiety and prior knowle

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Alred, Erik J., Malachi Phillips, Manikanthan Bhavaraju та Ulrich H. E. Hansmann. "Stability differences in the NMR ensembles of amyloid β fibrils". Journal of Theoretical and Computational Chemistry 15, № 07 (2016): 1650059. http://dx.doi.org/10.1142/s0219633616500590.

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Alzheimer’s Disease is characterized by the formation of amyloid beta (A[Formula: see text] fibril plaques in the brain. These fibrils can be probed by solid state NMR (ssNMR), which leads to an ensemble of configurations that are compatible with the NMR signals. Typically, only the lowest energy conformer is considered in computer simulations that probe the stability of fibrils and their binding with drug candidates. This restriction could produce data that are not physiologically relevant if the NMR entries differ significantly in stability or binding affinities. In order to study this effec

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29

Bremner, Andrew. "On a problem of Erdös related to common factor differences." International Journal of Number Theory 15, no. 05 (2019): 1059–68. http://dx.doi.org/10.1142/s1793042119500581.

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Let [Formula: see text] be a positive integer. The factor-difference set [Formula: see text] of [Formula: see text] is the set of absolute values [Formula: see text] of the differences between the factors of any factorization of [Formula: see text] as a product of two integers. Erdős and Rosenfeld [The factor–difference set of integers, Acta Arith. 79(4) (1997) 353–359] ask whether for every positive integer [Formula: see text] there exist integers [Formula: see text] such that [Formula: see text], and prove this is true when [Formula: see text]. Urroz [A note on a conjecture of Erdős and Rose

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30

Shokhidova, Mashkhura. "Linguistic Problems in Translating Detective Fiction: Terms, Context, and Stylistic Differences." American Journal Of Social Sciences And Humanity Research 5, no. 3 (2025): 18–21. https://doi.org/10.37547/ajsshr/volume05issue03-05.

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This article analyzes the linguistic problems encountered in the translation of detective works -terminology, context and stylistic differences. In order to translate such works perfectly, the translator must have juridical, cultural and literary knowledge. Law-related knowledge helps to correctly interpret investigative and judicial terms, while understanding the cultural context serves to convey the development of events in a form suitable for the national reader. Literary knowledge ensures the preservation of the author's style, tone of the text and artistic expression. Based on the theorie

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Lepper, Chantal, Justine Stang-Rabrig, and Nele McElvany. "Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension." Learning and Instruction 82 (December 2022): 101680. http://dx.doi.org/10.1016/j.learninstruc.2022.101680.

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32

Budd, Desiree, Paul Whitney, and Kandi Jo Turley. "Individual differences in working memory strategies for reading expository text." Memory & Cognition 23, no. 6 (1995): 735–48. http://dx.doi.org/10.3758/bf03200926.

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33

Mitzner, Tracy L., and Wendy A. Rogers. "Age-Related Differences in Reading Text Presented with Degraded Contrast." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 47, no. 2 (2003): 242–46. http://dx.doi.org/10.1177/154193120304700204.

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34

Wang, Zuowei, John Sabatini, Tenaha O’Reilly, and Gary Feng. "How Individual Differences Interact With Task Demands in Text Processing." Scientific Studies of Reading 21, no. 2 (2017): 165–78. http://dx.doi.org/10.1080/10888438.2016.1276184.

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35

Lee-Sammons, William H., and Paul Whitney. "Reading perspectives and memory for text: An individual differences analysis." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, no. 6 (1991): 1074–81. http://dx.doi.org/10.1037/0278-7393.17.6.1074.

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36

Fletcher, J., and P. D. Pumfrey. "Differences in Text Comprehension Amongst 7-8-Year-Old Children." School Psychology International 9, no. 2 (1988): 133–45. http://dx.doi.org/10.1177/0143034388092008.

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37

Long, Debra L., Clinton L. Johns, and Eunike Jonathan. "Hemispheric differences in the organization of memory for text ideas." Brain and Language 123, no. 3 (2012): 145–53. http://dx.doi.org/10.1016/j.bandl.2012.08.006.

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38

Abrams, Lise, and Elizabeth A. L. Stine-Morrow. "Adult age differences in language, communication, and learning from text." Psychology and Aging 39, no. 3 (2024): 209–14. http://dx.doi.org/10.1037/pag0000819.

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39

Trčková, M., I. Raimanová, and Z. Stehno. "Differences among Triticum dicoccum, T. monococcum and T. spelta in rate of nitrate uptake." Czech Journal of Genetics and Plant Breeding 41, Special Issue (2012): 322–24. http://dx.doi.org/10.17221/6210-cjgpb.

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Toyoda, Wataru, Ryo Miyamoto, Susumu Oouchi, and Takenobu Inoue. "Discriminable Height Differences of Raised Lines." Journal of Visual Impairment & Blindness 114, no. 3 (2020): 198–211. http://dx.doi.org/10.1177/0145482x20925213.

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Introduction: The purpose of this study was to determine the discriminable height differences of raised lines printed on paper, as assessed by people who are blind, with or without years of tactile experience. Methods: Ten younger and 10 older tactile readers with blindness and with rich tactile experience; and 10 blindfolded, older, sighted participants with little tactile experience discriminated paired raised-line stimuli of different heights using the fingers of their preferred hand by active touch in a psychophysical experiment. Results: There was a significant main effect of the height o

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41

Reyes, Antonio. "Virtual communities: Interaction, identity and authority in digital communication." Text & Talk 39, no. 1 (2018): 99–120. http://dx.doi.org/10.1515/text-2018-2020.

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Abstract This paper analyzes two settings of digital communication in which social actors participate, interact and engage differently within virtual communities. Online identities are interactionally and discursively constructed and this process defines differences in groupness, illustrating the nature of those online spaces. This study builds on the notion of Citizen Sociolinguistics, that is, ordinary people producing metacommentaries on language uses, to examine the data in different digital communication settings. This work analyzes 500 comments posted by readers on the site of the newspa

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Bakhtiyorovna, Ubaydullaeva Madina. "COMMUNICATIVE, PRAGMATIC, COGNITIVE AND STYLISTIC FUNCTIONS OF ARTISTIC TEXT." American Journal of Philological Sciences 4, no. 12 (2024): 42–46. https://doi.org/10.37547/ajps/volume04issue12-08.

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This article examines the problem of the main basic and secondary functions of a literary text from the point of view of the anthropocentric paradigm. It also examines the problems of functionalism, artistic discourse and the main differences between the basic and secondary functions of a literary text.

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Crossley, Scott, Laura K. Allen, Erica L. Snow, and Danielle S. McNamara. "Incorporating Learning Characteristics into Automatic Essay Scoring Models: What Individual Differences and Linguistic Features Tell Us about Writing Quality." Journal of Educational Data Mining 8, no. 2 (2016): 1–19. https://doi.org/10.5281/zenodo.3554594.

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This study investigates a novel approach to automatically assessing essay quality that combines natural language processing approaches that assess text features with approaches that assess individual differences in writers such as demographic information, standardized test scores, and survey results. The results demonstrate that combining text features and individual differences increases the accuracy of automatically assigned essay scores over using either individual differences or text features alone. The findings presented here have important implications for writing educators because they

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Wolff, Dieter. "Some Assumptions about Second Language Text Comprehension." Studies in Second Language Acquisition 9, no. 3 (1987): 307–26. http://dx.doi.org/10.1017/s0272263100006707.

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In an empirical investigation, the results of which are reported elsewhere in greater detail (Wolff, 1985), an attempt was made to discover more about the strategies and processes specific to second language (L2) comprehension. On the assumption that information processing is of a universal cognitive nature, no differences in the cognitive processes themselves involved in first language (L1) and L2 comprehension were expected. It was, however, expected that differences would emerge in the way common strategies and processes were applied in the decoding of texts and utterances. We assumed that

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Noh, Soo Rim, Matthew C. Shake, Jeanine M. Parisi, Adam D. Joncich, Daniel G. Morrow, and Elizabeth A. L. Stine-Morrow. "Age differences in learning from text: The effects of content preexposure on reading." International Journal of Behavioral Development 31, no. 2 (2007): 133–48. http://dx.doi.org/10.1177/0165025407073581.

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This study investigated age differences in the way in which attentional resources are allocated to expository text and whether these differences are moderated by content preexposure. The organization of the preexposure materials was manipulated to test the hypothesis that a change in organization across two presentations would evoke more processing effort (i.e., a “mismatch effect”). After preexposure, reading time was measured as younger and older adults read a target text to produce recall, answer comprehension questions, and solve a novel problem. Relative to the young, older readers alloca

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Denton, Carolyn A., Mischa Enos, Mary J. York, et al. "Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text." Reading Research Quarterly 50, no. 4 (2015): 393–416. http://dx.doi.org/10.1002/rrq.105.

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Arakelyan, Rouzanna, and Margarita Sahakyan. "Gender Differences in Perceiving Advertising Texts." Armenian Folia Anglistika 9, no. 1-2 (11) (2013): 31–39. http://dx.doi.org/10.46991/afa/2013.9.1-2.031.

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The concept of gender is one of the underlying means of creating effective advertising texts. The gender belonging, which ensures the impact and perception of ads, is conditioned by its thematic, linguo-stylistic and grammar characteristics. Certain gender belonging in a text can be indicated both directly and indirectly based on the stereotypes in the given culture. The firmer and more established the image about the social, psychological and biological characteristics of a certain interlocuter is, the more meaningful and impressive the information becomes. An advertising text is called effec

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48

Skal, Asya S. "Differences Between Classical and Superconductive Percolation Fractals." Modern Physics Letters B 12, no. 18 (1998): 727–34. http://dx.doi.org/10.1142/s0217984998000858.

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The average mass of the backbone has fractal dimensionalities [Formula: see text] for superconductive percolation and theat of classical percolation [Formula: see text] in dimensions d = 3, 4, 5 and 6 respectively. A new fractal dimension of "dead ends" [Formula: see text] refers to the difference between two percolations, because if most of the mass of the backbone belong to the dead ends, the superconductive behavior becomes impossible. The definition of the minimum path (or the chemical distance) and its fractal dimensionality does not exist in the superconductive percolation. Instead of th

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KALAUZI, A., S. SPASIC, M. CULIC, G. GRBIC, and L. J. MARTAC. "CONSECUTIVE DIFFERENCES AS A METHOD OF SIGNAL FRACTAL ANALYSIS." Fractals 13, no. 04 (2005): 283–92. http://dx.doi.org/10.1142/s0218348x05002933.

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We propose a new method for calculating fractal dimension (DF) of a signal y(t), based on coefficients [Formula: see text], mean absolute values of its nth order derivatives (consecutive finite differences for sampled signals). We found that logarithms of [Formula: see text], n = 2,3,…,n max , exhibited linear dependence on n: [Formula: see text] with stable slopes and Y-intercepts proportional to signal DF values. Using a family of Weierstrass functions, we established a link between Y-intercepts and signal fractal dimension: [Formula: see text] and calculated parameters A(n max ) and B(n max

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50

Welie, Camille, Rob Schoonen, and Folkert Kuiken. "Eighth graders’ expository text comprehension." Dutch Journal of Applied Linguistics 8, no. 2 (2019): 172–205. http://dx.doi.org/10.1075/dujal.17020.wel.

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Abstract The present study examined whether ten motivations to read expository texts moderated the effects of cognitive skills on eighth graders’ expository text comprehension, while accounting for the main effects of cognitive skills. Furthermore, it was examined whether the effect of motivational dimensions on expository text comprehension differed between monolingual and bilingual Dutch students, and between poor and good readers. Hundred fifty-two eighth graders took tests measuring their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge

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