scholarly journals Wann sind Kognaten erkennbar? Ähnlichkeit und synchrone Transparenz von Kognatenbeziehungen in der germanischen Interkomprehension

2011 ◽  
Vol 46 (2) ◽  
Author(s):  
Robert Möller
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Choice Task ◽  
Affect Recognition ◽  
Language Family ◽  
Free Response ◽  
The Individual ◽  
Germanic Languages

The possibilities of intercomprehension (= receptive multilingualism within a language family, here restricted to reading comprehension) strongly depend on cognate words and on the transparency of their relationships, which are often obscured by diverging phonological developments in the individual languages. This article presents results of two tests in which German subjects were to find German cognates to words from unknown Germanic languages. The focus of our attention is on the phonological aspect: Does transparency of cognate relations only depend on the number of common segments of the cognate words or also on the kind of phonological differences? If the latter is the case, which kinds of differences do affect recognition, and to what extent? The data from a free response and a multiple choice task indicate that cognate recognition is particularly easy when the correspondence between the differing segments is familiar from variation and alternation phenomena in the L1. More generally, articulatory similarity seems to play an important role for intuitions about possible cognate relationships.

scholarly journals Using Sentence-Level Neural Network Models for Multiple-Choice Reading Comprehension Tasks

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Yuanlong Wang ◽  
Ru Li ◽  
Hu Zhang ◽  
Hongyan Tan ◽  
Qinghua Chai
Keyword(s):  
Neural Network ◽  
Reading Comprehension ◽  
Sentence Comprehension ◽  
Multiple Choice ◽  
Network Models ◽  
Choice Task ◽  
Chinese Reading ◽  
Neural Network Models ◽  
Attention Model ◽  
Sentence Level

Comprehending unstructured text is a challenging task for machines because it involves understanding texts and answering questions. In this paper, we study the multiple-choice task for reading comprehension based on MC Test datasets and Chinese reading comprehension datasets, among which Chinese reading comprehension datasets which are built by ourselves. Observing the above-mentioned training sets, we find that “sentence comprehension” is more important than “word comprehension” in multiple-choice task, and therefore we propose sentence-level neural network models. Our model firstly uses LSTM network and a composition model to learn compositional vector representation for sentences and then trains a sentence-level attention model for obtaining the sentence-level attention between the sentence embedding in documents and the optional sentences embedding by dot product. Finally, a consensus attention is gained by merging individual attention with the merging function. Experimental results show that our model outperforms various state-of-the-art baselines significantly for both the multiple-choice reading comprehension datasets.

Investigating word recognition in intercomprehension: Methods and findings

Linguistics ◽  
2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Robert Möller ◽  
Ludger Zeevaert
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Levenshtein Distance ◽  
Free Response ◽  
Place Of Articulation ◽  
Phonetic Similarity ◽  
Different Types ◽  
Similarity Measuring ◽  
Germanic Languages ◽  
Text Context

AbstractThis article presents methods and findings from research on factors that determine the recognizability of cognate words in Germanic intercomprehension (more precisely: German speakers' reading comprehension in Germanic languages they have not learnt). Different types of written tests were carried out (free response, multiple choice, judgments on the probability of two words being cognates) in order to assess the importance of different aspects of linguistic similarity for the transparency of written cognates. Apart from the overall amount of differing segments of the cognate words, phonetic similarity between the differing segments – in particular an identical place of articulation – turned out to be most important, which can reflect either a spontaneous sense of similarity or familiarity with phenomena of variation between phonetically similar sounds. By adjusting similarity measuring to these results (weighted Levenshtein distance), it is possible, to a certain degree, to assess the transparency of cognates. Nevertheless, certain results could not be explained by phonetic similarity. Thus, recordings were made of subjects commenting on their way of proceeding in such tasks as well as in text decoding, which made clear that the subjects often attribute the same importance to other associations as they do to phonetic ones – even in the recognition of isolated words semantic connections in the mental lexicon are involved. In text context, the most frequent strategy seems to rely on an interplay of phonetic similarity and inference; however, in the subjects' reflections, the aspect of semantic probability manifestly overrides intuitions about phonetic similarity.

Comparison of Reading Comprehension Task Performance for Deaf and Hearing Readers

1983 ◽  
Vol 26 (4) ◽  
pp. 622-628 ◽  
Author(s):  
Beth Davey ◽  
Carol LaSasso ◽  
George MacReady
Keyword(s):  
Reading Comprehension ◽  
Task Performance ◽  
Internal Consistency ◽  
Multiple Choice ◽  
Performance Level ◽  
Free Response ◽  
Comprehension Task ◽  
And Performance ◽  
Production Conditions

The internal consistency, variability, and performance level of 50 deaf and 50 hearing subjects (with comparable SAT reading comprehension scores) were compared on two production (cloze and free-response) tasks and two recognition (multiple-choice and modified-cloze) tasks. Multiple-choice and free-response tasks were administered under both lookback and no-lookback conditions. Task consistencies and variabilities for deaf and hearing groups did not differ appreciably. Groups differed, however, with respect to mean level of performance, Deaf subjects' overall task performance level tended to be lower than that of hearing subjects, with the greatest differences noted in lookback and production conditions.

The outcome of PIE *-ē̆i̯(C)# and *-ē̆u̯(C)# in Germanic

2014 ◽  
Vol 67 (2) ◽  
pp. 149-172
Author(s):  
Bjarne Simmelkjær Sandgaard Hansen
Keyword(s):  
The Individual ◽  
Germanic Languages

By suggesting an interconnected series of soundlaws for the outcome of Proto-Indo-european (PIE) falling e-vowel diphthongs in final syllables in Proto-Germanic (PG) and in the individual Germanic languages, viz. PIE *-ei̯(C)# > PG *-ai(C)#, PIE *-ēi̯(C)# > PG *-ei(C)#, PIE *-eu̯(C)# > PG *-au(C)#, and PIE *-ēu̯(C)# > PG *-eu(C)#, this article renders superfluous the old, prevalent assumption of competing o-grade allomorphs in some of the oblique cases of the PIE i- and u-stems. Consequently, the i-stem gen.sg. is reconstructed only as PIE *-ei̯s (not as †-ois in addition), the u-stem gen.sg. only as *-eu̯s (not as †-ou̯s), the u-stem loc.sg. only as *-ēu̯ (not as †-ōu̯), the u-stem voc.sg. only as *-eu̯(not as †-ou̯), etc.

Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

2021 ◽  
pp. 136216882110115
Author(s):  
Ali Amjadi ◽  
Seyed Hassan Talebi
Keyword(s):  
Reading Comprehension ◽  
Rural Areas ◽  
Reading Strategies ◽  
Multiple Choice ◽  
Strategy Instruction ◽  
Teaching Reading ◽  
Social Emotional ◽  
Reading Tests ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

scholarly journals FREE-RESPONSE AND MULTIPLE-CHOICE ITEMS: MEASURES OF THE SAME ABILITY?

1990 ◽  
Vol 1990 (1) ◽  
pp. i-29 ◽  
Author(s):  
Randy Elliot Bennett ◽  
Donald A. Rock ◽  
Minhwei Wang
Keyword(s):  
Multiple Choice ◽  
Free Response ◽  
Multiple Choice Items
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