Relevant bibliographies by topics / Writing Directionality

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Academic literature on the topic 'Writing Directionality'

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

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Journal articles on the topic "Writing Directionality"

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Hwang, Dae-seong. "Directionality study of Learning Data of Paragraph Writing in University Writing Textbook." Korean Language and Literature 109 (June 30, 2019): 295–317. http://dx.doi.org/10.21793/koreall.2019.109.295.

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Vaid, Jyotsna, Rebecca Rhodes, Sumeyra Tosun, and Zohra Eslami. "Script Directionality Affects Depiction of Depth in Representational Drawings." Social Psychology 42, no. 3 (January 2011): 241–48. http://dx.doi.org/10.1027/1864-9335/a000068.

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This research examined the influence of directional reading/writing habits on the representation of depth in a scene. Participants with English vs. Arabic language backgrounds were asked to represent an imagined scene containing two houses, a “near house” and a “far house.” Nearly all participants drew the near house larger than the far house and drew the near house before drawing the far house. However, significant group differences in spatial strategies and movement biases were noted. Whereas the majority of native English readers drew the near house on the left side of the page and the far house to the right of it, native Arabic readers showed a slight right bias in placement of the near house and tended to place the far house to the left of the near house. This effect of script direction characterized right-handed and left-handed users of each group. Taken together, the findings support a cultural account of asymmetries in representational drawing reflecting biases arising from prolonged experience in reading and writing in a particular direction.
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Taguchi, Masanori, and Yutaka Noma. "Relationship between Directionality and Orientation in Drawings by Young Children and Adults." Perceptual and Motor Skills 101, no. 1 (August 2005): 90–94. http://dx.doi.org/10.2466/pms.101.1.90-94.

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The present study examined the relationship between directionality of drawing movements and the orientation of drawn products in right-handed adults and young children for 27 Japanese kindergartners and 29 Japanese university students who were asked to draw with each hand fishes in side view and circles from several starting points. Significant values of χ2 for distributions of frequencies of orientation of the fish drawings and the direction of circular drawing movement indicated that adult right-handers drawing the fish facing to the left tended to draw a circle clockwise when they drew with the dominant hand, while there was no such significant relationship in young children's drawings. This result may suggest that the reading and writing habits may be implicated in the direction of drawing movements with the dominant hand, and this directional bias of drawing movement in the dominant hand can appear in the orientation of finished drawings.
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Page, Tony. "From Morality to Medical Danger: Antivivisectionism in the Novels of Three Latevictorian/Early 20th-Century Writers." MANUSYA 18, no. 1 (2015): 93–114. http://dx.doi.org/10.1163/26659077-01801005.

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The trajectory of the ideological-literary anti-vivisection movement is traced across three successive English novels (by Wilkie Collins, Gertrude Colmore, and Walter Hadwen) and shown first to be moralitycentred and character-focussed in its directionality, but increasingly moving towards scientific exposure of the practice as methodologically flawed and dangerously misleading for the human patient. This movement of narrowing focus upon the medical perils of vivisection is shown to reach its culmination in the medical historiography of novelist Hans Ruesch, who abjures formal novel-writing but retains rhetorical and literary styles and devices in his presentation of the vivisection issue.
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Treiman, Rebecca, and Brett Kessler. "Similarities among the shapes of writing and their effects on learning." Written Language and Literacy 14, no. 1 (February 17, 2011): 39–57. http://dx.doi.org/10.1075/wll.14.1.03tre.

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Writing systems are usually studied in terms of the level of language that they represent, with little attention to the shapes that are used to do so. Those shapes are not random or accidental, however. They tend to be similar to one another within a script. Many of the Latin letters have a roughly vertical stem or hasta with an appendage or coda to the right. This arrangement is more common than one with the coda on the left of the hasta. We present data to show that young children are generally better at copying and writing from memory shapes such as <b> and <F>, which have the typical arrangement with the coda on the right, than those such as <d> and <J>, which do not. The results suggest that children start to learn about the statistics of the letter shapes before they know how or that these shapes represent language. Keywords: letter shapes; letters; statistical learning; Latin alphabet; reversal; left-right orientation; directionality; hasta-coda-structure
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Morgan, Argiro L. "The Development of Written Language Awareness in Black Preschool Children." Journal of Reading Behavior 19, no. 1 (March 1987): 49–67. http://dx.doi.org/10.1080/10862968709547587.

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The purpose of this study was to investigate the development of written language awareness in black preschool children enrolled in a day-care environment. Subjects were three-, four-, and five-year-olds from an urban community. Data were collected in three individual interviews using environmental print, printed stimuli, manipulative materials, and storybooks in a sequence of semistructured tasks. Additionally, samples of the subjects' attempts at writing were analyzed. The following concepts pertaining to written language were measured: knowledge about the purposes of print, awareness of the conventions of the writing system (e.g., linearity, horizontality, directionality), development of book orientation concepts, development of letter and word concepts, knowledge of the letters of the alphabet, evidence of beginning reading. The children's performance indicated both general and specific information about their written language competence, with five-year-olds performing significantly better than three-year-olds on some measures.
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Taguchi, Masanori. "Cultural Differences in Drawing Movements between Right-Handed Japanese and German Participants." Psychological Reports 107, no. 1 (August 2010): 329–35. http://dx.doi.org/10.2466/10.23.25.pr0.107.4.329-335.

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Differences in drawing movements with the dominant and nondominant hands by 41 right-handed students from Japan (9 men, 12 women; M age = 20.3 yr., SD = 1.4) and Germany (13 men, 7 women; M age = 23.4 yr., SD = 3.0) were investigated. Participants were asked to use each hand to draw a circle, a pentagon, and a rhombus in one stroke. Analysis showed that Japanese participants drew a circle clockwise with the dominant right hand, starting from 6 or 7 o'clock on the face of a clock, while the German participants drew the circle counterclockwise, starting from 11 or 12 o'clock. Moreover, when drawing a pentagon and a rhombus with the right hand, Japanese participants drew counterclockwise from the top-center vertex, whereas almost half of German participants drew clockwise from the left side and others drew counterclockwise from the top-center vertex. Using the left hand, no significant difference was found in starting positions or directionality. Cultural differences in the starting positions and directionality when using the dominant right hand probably reflect the influence of writing habits on the drawing movement of the dominant hand.
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Di Giovanni, Elena, and Uoldelul Chelati Dirar. "Reviewing directionality in writing and translation: Notes for a history of translation in the Horn of Africa." Translation Studies 8, no. 2 (February 16, 2015): 175–90. http://dx.doi.org/10.1080/14781700.2015.1007890.

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Ouellet, Marc, Julio Santiago, Ziv Israeli, and Shai Gabay. "Is the Future the Right Time?" Experimental Psychology 57, no. 4 (December 1, 2010): 308–14. http://dx.doi.org/10.1027/1618-3169/a000036.

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Spanish and English speakers tend to conceptualize time as running from left to right along a mental line. Previous research suggests that this representational strategy arises from the participants’ exposure to a left-to-right writing system. However, direct evidence supporting this assertion suffers from several limitations and relies only on the visual modality. This study subjected to a direct test the reading hypothesis using an auditory task. Participants from two groups (Spanish and Hebrew) differing in the directionality of their orthographic system had to discriminate temporal reference (past or future) of verbs and adverbs (referring to either past or future) auditorily presented to either the left or right ear by pressing a left or a right key. Spanish participants were faster responding to past words with the left hand and to future words with the right hand, whereas Hebrew participants showed the opposite pattern. Our results demonstrate that the left-right mapping of time is not restricted to the visual modality and that the direction of reading accounts for the preferred directionality of the mental time line. These results are discussed in the context of a possible mechanism underlying the effects of reading direction on highly abstract conceptual representations.
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Rothgery, David. ""So What Do We Do Now?" Necessary Directionality as the Writing Teacher's Response to Racist, Sexist, Homophobic Papers." College Composition and Communication 44, no. 2 (May 1993): 241. http://dx.doi.org/10.2307/358842.

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Dissertations / Theses on the topic "Writing Directionality"

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Portex, Marine. "La directionnalité de l’écrit : Evolution développementale et contribution au traitement des formes de lettres." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0881/document.

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La directionnalité est une composante perceptivo-motrice et culturellement déterminée qui intervient de façon prééminente dans l’acquisition initiale de l’écriture. Cette thèse visait à apporter des données empiriques et des éclairages théoriques nouveaux sur 1) son évolution au cours du développement et, 2) sa contribution à la production et à la reconnaissance des formes de lettres. Ces deux axes de recherche ont été déclinés en cinq études. Une première étude investiguait le poids de l’influence culturelle sur la directionnalité graphique au long du développement. Elle permettait de comparer les performances de tracé chez des enfants âgés de 5 à 9 ans dans des conditions où des contraintes biomécaniques, syntaxiques et sémantiques variaient. Les résultats faisaient apparaître un renforcement de l’influence culturelle sur la directionnalité graphique à partir de 6 ans. Cependant, les enfants les plus âgés (9 ans) se montraient capables d’adopter des procédures plus flexibles et de se désengager de contraintes culturelles afin de satisfaire des contraintes contextuelles. La deuxième étude examinait l’évolution développementale de la directionnalité de l’écrit chez des enfants âgés de 4 à 11 ans en comparant la production de formes communes à l’écriture et au dessin. Les résultats obtenus mettaient en évidence une acquisition synchrone des invariants universels (i.e., l’écriture est uni-directionnelle) et des spécificités culturelles du système d’écriture (i.e., la langue est transcrite de gauche à droite). Dans le deuxième axe de recherche, deux études avaient pour objectif de mettre à l’épreuve des faits des hypothèses explicatives récentes de l’écriture en miroir dans l’acquisition initiale et typique de l’écrit. La comparaison de productions en temps réel et appariées d’écritures en miroir et d’écritures conventionnelles chez des enfants pré-lettrés révélait une implication majeure de la directionnalité de l’écrit et une invariance cinématique. Enfin, la dernière étude a permis de mettre en évidence, à l’aide d’un paradigme d’entrainement, une contribution de la directionnalité de l’écriture au rappel de l’orientation de lettres a été mise en évidence chez des enfants pré-lettrés. Les résultats obtenus sont discutés dans une approche incarnée de la cognition et des pistes pédagogiques sont amorcées
Directionality is a crucial perceptual-motor and culturally-based component of early writing acquisition. This research was aimed at providing empirical data and new theoretical insights on 1) its developmental evolution and, 2) its contribution to the production and the recognition of the shapes of letters. Five studies have been devised to fulfill the research objectives.The first study was aimed at investigating how print experience, as a cultural factor, influences directional tendencies in children’s drawing in the interplay with biomechanical, syntactic and semantic factors. Results showed a reinforcement of cultural influence on directional tendencies from 6 years onward. Older children were better able to disengage from a prevalent embodied behavior to meet contextual constraints. The second study examined the specific developmental evolution of writing directionality in children aged from 4 to 11 years while producing the same shapes in both writing and drawing tasks. The results suggested that universal and culture-specific features of writing appear concomitantly and early on in children’s productions. Another two studies were aimed to empirically test competing accounts of mirror writing in preliterate children. On-line productions of paired conventional and mirror writings revealed a predominant role of writing directionality and a kinematic invariance. Finally, a training study showed a contribution of writing directionality to the subsequent recall of the shapes of letters. Results are discussed in terms of embodiment and perspectives in educational settings
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Burnay, Maria Margarida Ricarte. "A fronteira entre a escrita, reescrita e retroversão: o caso do texto jornalístico económico-financeiro." Master's thesis, 2017. http://hdl.handle.net/10362/23712.

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Tendo em conta a experiência de estágio na Swipe News S.A., nomeadamente no ECONews, a versão em inglês do jornal digital ECO, o relatório apresentado tem como principal objetivo questionar a fronteira entre o processo de escrita, associado tradicionalmente ao jornalismo, e o de reescrita, mais ligado à tradução (Lefevere 1992: vii). Dado que o ECONews é um projeto que consiste na tradução de peças jornalísticas já publicadas no site em português, foi inicialmente analisada uma amostra de traduções representativas dos problemas encontrados (Toury 2011: 170 - 174), tendo-se destacando as transformações textuais como a questão mais problemática. Antes do ato tradutório em si — retroversão, no caso do ECONews —, foram levadas a cabo nos textos jornalísticos económico-financeiros várias tarefas de edição, descritas com base em Hursti (2001). Após cuidada análise dos processos de seleção de notícias e de escrita jornalística, baseada nas entrevistas feitas a três jornalistas do ECO, é feita uma comparação entre a tradução (reescrita) e o jornalismo (escrita). Apesar das diversas tarefas que têm em comum, o presente relatório traça de forma clara a fronteira entre as duas atividades.
Considering the internship experience in Swipe News S.A. — namely on ECONews, the English version of the Portuguese digital newspaper ECO —, this report aims to discuss the frontier between the writing process, traditionally linked to journalism, and the process of rewriting, which usually refers to translation (Lefevere 1992: vii). ECONews’ project consists of translating journalistic texts previously published in their Portuguese version on the website. Taking this into consideration, an analysis was made based on a sample of translated texts representative of the major problems encountered (Toury 2011: 170 – 174), namely textual transformations. Before the translation act itself — which in the case of ECONews is from Portuguese to English —, journalistic financial and economic texts were edited. The different types of changes have been described taking Hursti’s descriptions into consideration (2001). After a careful analysis of the news selection and journalistic writing processes, based on interviews made to three journalists from ECO, translation (rewriting) and journalism (writing) were compared. Although both activities have many common traits, a clear frontier between them has been drawn in this report.
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Book chapters on the topic "Writing Directionality"

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Naqvi, Samia, Jesudasan F. Thomas, Kakul Agha, and Rahma Al-Mahrooqi. "Second Language Acquisition and the Impact of First Language Writing Orientation." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 28–43. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch003.

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Arabic has a right to left writing orientation, whereas English, which Arab students learn as a foreign language, uses a left to right orientation. This reverse directionality leads to such issues as the jumbling and mixing of letters within words among adult learners. Hence, this chapter identifies, describes, and diagnoses Omani Arabic speakers' errors when writing English and also attempts to find the sources of these errors and possible remedies. It further seeks to determine whether these phenomena are transient in nature and thus subject to correction. Comparable populations of foundation-level students are studied and also the potential effects on adult learners of content delivery methods in English that mimic the writing orientation of their L1. In addition, EFL teachers with diverse multicultural backgrounds are surveyed to find the extent of the problem, the level of teacher awareness, and whether ongoing limited classroom intervention could tackle the problem.
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"Reviewing directionality in writing and translation: Notes for a history of translation in the Horn of Africa." In Orality and Translation, 61–76. Routledge, 2018. http://dx.doi.org/10.4324/9781315311173-8.

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Conference papers on the topic "Writing Directionality"

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Zhao, Xu, Liang Cheng, Ming Zhao, Hongwei An, and Wei He. "Gravity Anchors Astride Subsea Pipelines Subject to Oscillatory and Combined Steady and Oscillatory Flows." In ASME 2012 31st International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/omae2012-83247.

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This writing presents results of simulating oscillatory and combined steady and oscillatory flows past gravity anchors astride subsea pipelines. It can be considered a companion to a previous numerical study on steady currents past gravity anchors. The gravity anchor system comprises large arch-shaped concrete blocks positioned at intervals astride offshore pipelines, and it is engineered to provide innovative and cost-effective secondary stabilisation for high-capacity gas-transporting pipelines serving in severe metocean conditions, e.g. cyclone-prone offshore areas. A free-settling marine object bottom-seated on the seabed, however, the gravity anchor may subside into scour pits around its base due to locally disturbed flow regimes, imposing integrity risks on the pipe. Also, the effect of gravity anchors on hydrodynamic loading on nearby pipeline lengths is of interest. The present study employed a Petrov-Galerkin finite element method to solve the three-dimensional Navier-Stokes equations in direct numerical simulation. Firstly sinusoidal flow oscillating perpendicularly to the pipe beneath gravity anchors on an immobile bed was simulated at a Keulegan-Carpenter number of 10 and a pipe Reynolds number of 1000. Then, a steady current co-directionally superimposed on the aforementioned oscillatory flow was modelled at a ratio of steady current velocity to oscillatory flow velocity amplitude of 1. With sediment transport capacity related to bed shear stresses, the time-averaged bed shear stress amplification around gravity anchors in oscillatory flow was revealed first, and found to be consistent with laboratory observations of scour patterns. The effect of superimposing steady flow onto oscillatory flow on bed shear stress amplification was then explored. Lastly, hydrodynamic forces on pipelines in the vicinity of gravity anchors were gauged. The present work intends to shed light on the initial seabed responses with regard to the scour process around gravity anchors immersed in the oceanic wave boundary layer, as well as the effect of gravity anchors on hydrodynamic loadings on pipelines.
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Athanatou, Maria, and Elena Theodorou. "International Society of Experimental Linguistics ExLing 2021 12th International Conference of Experimental Linguistics 11 - 13 October 2021 Athens, Greece Menu Athens: 15:46:27 Brussels: 14:46:27 GMT: 13:46:27 London: 13:46:27 New York: 08:46:27 Tokyo: 22:46:27 ExLing 2020 (58) How do writing systems shape reading and reading acquisition? Kathy Rastle DOI: 10.36505/ExLing-2020/11/0001/000416 Published in ExLing 2020 Children’s syntax: a parametric approach William Snyder DOI: 10.36505/ExLing-2020/11/0002/000417 Published in ExLing 2020 A neurophonetic perspective on articulation planning Wolfram Ziegler DOI: 10.36505/ExLing-2020/11/0003/000418 Published in ExLing 2020 Masked priming in picture naming and lexical selection Manal Alharbi DOI: 10.36505/ExLing-2020/11/0004/000419 Published in ExLing 2020 Syllable rate vs. segment rate in perceived speech rate Yahya Aldholmi DOI: 10.36505/ExLing-2020/11/0005/000420 Published in ExLing 2020 Properties of nominal stress grammar in Greek Vasiliki Apostolouda DOI: 10.36505/ExLing-2020/11/0006/000421 Published in ExLing 2020 Eliciting focus-sensitive why-questions in Japanese Kodai Aramaki, Kanako Ikeda, Kyoko Yamakoshi, Tomohiro Fujii DOI: 10.36505/ExLing-2020/11/0007/000422 Published in ExLing 2020 Comprehension of verb directionality in LIS and LSF Valentina Aristodemo, Beatrice Giustolisi, Carlo Cecchetto, Caterina Donati DOI: 10.36505/ExLing-2020/11/0008/000423 Published in ExLing 2020 Complex syntax intervention for Developmental Language Impairment." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0009/000424.

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Intervention for children with Developmental Language Disorder appears to be beneficial and contributes to sustainable linguistic gains. This paper reports on a pilot intervention study carried out in Cyprus that examined the efficacy of language treatment targeting complex syntactic structures. Language skills of a nine-year old girl with DLD are described at two time points, before and after intervention. The child received therapy sessions based on MetaTaal therapy, and relative clauses were the targeted syntactic structures. Post-intervention measurements showed marginal improvement in relative clauses production and comprehension. Improvements observed in Complex Sentence Repetition Task and this might imply that the grammatical structures have emerged.
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