The Use of Videotape Recordings to Increase Teacher Trainees' Error Detection Skills

1979 ◽  
Vol 27 (1) ◽  
pp. 14-19 ◽  
Author(s):  
Melanie Stuart
Keyword(s):  
Error Detection ◽  
The Other ◽  
Additional Analysis ◽  
String Orchestra ◽  
Class Session ◽  
Entire Class ◽  
Teacher Trainees ◽  
Training Class ◽  
String Techniques ◽  
Teaching Setting

The study evaluated the extent that error detection training (the combination of videotape recordings, slides, textual materials, and class discussions) altered teacher trainees' recognition of specific string techniques or errors, as opposed to the teaching setting in which students used the entire class session to conduct the string orchestra. The data indicated that both error detection training and in-class conducting increased the trainees' recognition of both errors and appropriate string usage. Additional analysis indicated that the error detection training class performed at significantly higher levels than the other group, as measured on the error detection test.

Control and dominion: Factivity and mood choice in Spanish

2012 ◽  
Vol 4 (1) ◽  
pp. 43-64 ◽  
Author(s):  
Rainer Vesterinen
Keyword(s):  
The Other ◽  
Additional Analysis ◽  
Effective Control ◽  
Cognitive Grammar ◽  
Subjunctive Mood ◽  
Low Degree ◽  
The One ◽  
And Control ◽  
Initial Classification ◽  
Mood Choice

AbstractThe present paper analyses the meaning of Spanish mood in factive contexts from a Cognitive Grammar perspective. It is argued that terms like assertion and presupposition do not explain the semantics of the subjunctive. Rather, they constitute an initial classification for finding a conceptually grounded explanation of it. The hypothesis is put forward that mood choice in factive contexts can be explained by the elaboration of Maldonado's (1995) notions of dominion and control. On the one hand, the conceptualizer has a low degree of effective control over the described event in presupposed contexts where the subjunctive mood occurs. On the other hand, presupposed contexts with the verb in the indicative mood equates with epistemic control over the described event. Thus, it is argued that the meaning of the subjunctive mood is related to the conceptualizer's epistemic dominion, and to the dominion of effective control. An additional analysis of the subjunctive mood in volitional, causative and perceptual contexts corroborates the initial claim.

scholarly journals Self Regulation in Working Women: Cognitive Interference and Problem Solving

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Baldev Singh Sandhu ◽  
Dr. Yogita Sharma
Keyword(s):  
Problem Solving ◽  
Cognitive Functions ◽  
Self Regulation ◽  
Working Women ◽  
The Other ◽  
Additional Analysis ◽  
Cognitive Interference ◽  
Other Hand

The understanding of dynamics of self regulation in working women who on one hand are always under divergent pressures of performances and meet diverse kind of expectations on the other hand show relatively better volitional controls over their behavior, becomes important. This study examined the links between self regulation and cognitive functions in a sample of 318 working women. Cognitive functions were assessed through problem solving and cognitive interference. Results indicated that there is highly positive and significant association between self regulation and problem solving capacity (P< .01) and the capacity to handle cognitive interference (P< .01). Additional analysis demonstrated that women with sharp cognitive functions were high on self regulation as compared to women with disrupted cognitive functions.

Factividade e modo verbal

Revue Romane ◽  
2014 ◽  
Vol 49 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Rainer Vesterinen
Keyword(s):  
Active Control ◽  
The Other ◽  
Additional Analysis ◽  
Effective Control ◽  
Cognitive Grammar ◽  
Subjunctive Mood ◽  
Other Hand ◽  
Mood Variation

The traditional way of explaining the subjunctive mood in Portuguese is utterly related to the distinction made between reality and non-reality. That is, while the indicative mood has been explained in terms of reality, the subjunctive has been the mood of non-reality. Although this explanation covers many occurrences of the subjunctive mood, it is also recognized that it fails to explain the use of the subjunctive mood in factive contexts. This being so, the present study aims at explaining the variation between the indicative and subjunctive mood in factive contexts from a Cognitive Grammar perspective. The hypothesis put forward is that the mood variation can be explained in terms of dominion and control. Thus, it is claimed that the subjunctive mood in factive contexts can be explained by a reduced degree of active control, this being consistent with an event that is located outside the conceptualizer’s dominion of effective control. On the other hand, the indicative mood occurs in contexts of epistemic control that are located inside the conceptualizer’s epistemic dominion. An additional analysis of the subjunctive mood in other grammatical contexts corroborates the initial claim.

The Role of Sociology in Teacher Education

1976 ◽  
Vol 20 (3) ◽  
pp. 292-305 ◽  
Author(s):  
Patricia Daine ◽  
Lois Foster
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Modern Society ◽  
Teaching Profession ◽  
Sociology Of Education ◽  
The Other ◽  
Teacher Trainees ◽  
The One

This paper seeks to outline an appropriate role for sociology in teacher preparation. An attempt is made to account for the hiatus between interest in education by sociologists on the one hand and on the other, their contribution to a sociology of education of value to the teaching profession. It is argued that both normative and interpretive approaches must be presented in sociology courses for prospective teachers. Only in this way can the contradictions and dilemmas in contemporary sociology, reflecting as it does the problems of modern society, be made explicit. Teacher trainees must be educated for the lifetime task of reflection on the meaning of their work; this is seen as the most significant role of sociology in the training of teachers.

Development of a Mechanism for Detection of Error and Retention of a Graded Motor Response

1977 ◽  
Vol 44 (2) ◽  
pp. 575-582 ◽  
Author(s):  
Craig A. Wrisberg ◽  
Gregory R. Metcalf
Keyword(s):  
Error Detection ◽  
Motor Response ◽  
Closed Loop ◽  
The Other ◽  
Knowledge Of Results ◽  
Loop Theory ◽  
Internal Mechanism ◽  
Specific Fraction ◽  
Final Group ◽  
Criterion Location

Several methods for developing an internal mechanism for error detection were compared to determine the extent to which a self-paced response could be acquired and retained without knowledge of results. During training, blindfolded subjects attempted to learn a positioning response under one of three conditions. One group was presented with the criterion end location by means of a stop and then required to recall the location with the stop removed. A second group moved the total distance of the track and then was instructed to replace the slide in a location representing a specific fraction of the total. A final group of subjects learned the criterion location by using post-response knowledge of results administered on each trial. Following acquisition subjects were given retention trials involving only repetition of the acquired response. The development of a strong mechanism for error detection was indicated only for those groups presented with the standard or with post-response knowledge of results. During retention trials (without knowledge of results), performance of the group required to learn the criterion by estimating a fraction of the total range was characterized by significantly greater response biasing and less consistency than the other conditions. The findings were discussed in terms of several predictions from Adams' (1971) closed-loop theory of motor learning.

A MODEL FOR PROGRAM ERROR PREDICTION BASED ON TESTING CHARACTERISTICS AND ITS EVALUATION

1999 ◽  
Vol 06 (01) ◽  
pp. 7-18
Author(s):  
KAZUHIRO ESAKI ◽  
MUNEO TAKAHASHI
Keyword(s):  
Dynamic Model ◽  
Software Reliability ◽  
Error Detection ◽  
Time Series Data ◽  
Static Model ◽  
Test Method ◽  
The Other ◽  
Series Data ◽  
Test Case ◽  
Model Based

There are two types of models for predicting software reliability at the end of testing. One is the software reliability growth model (dynamic model) based on a given set of time series data. The other is the software complexity model (static model) based on the development environmental factors which have an influence on the software reliability. As the dynamic model depends on the time factor and the test method used, its prediction accuracy does not necessarily correspond to the data of practical projects. On the other hand, the static model needs the many significant parameters to accurately predict the software reliability. However, it is very difficult to select the main factors that determine the significant parameters out of a great number of factors which affect software reliability. In order to resolve these problems, this paper proposes a model to predict the number of embedded errors in a program at the end of testing phase. This model is based on the testing characteristics such as error detection rate and test case density. The result of an experiment shows that the proposed model is more reliable than the conventional models.

Affective and Career Education for the Learning Disabled Adolescent

1981 ◽  
Vol 4 (1) ◽  
pp. 69-75 ◽  
Author(s):  
William S. Kendall
Keyword(s):  
Vocational Training ◽  
Career Education ◽  
Learning Disabled ◽  
The Other ◽  
Learning Resource ◽  
Career Attitudes ◽  
Social Maturity ◽  
Training Class ◽  
Secondary Classes ◽  
Regular Classes

The purpose of the present study was to investigate the extent to which three groups of learning disabled adolescents differed on social maturity and career attitudes. The subjects included: (a) 20 LD students enrolled in secondary regular classes, (b) 20 LD students in vocational training classes, and (c) 20 LD students integrated into regular secondary classes and receiving additional assistance in learning resource centers. Results indicate that subjects in the vocational training class were superior to the other two groups in social maturity and career attitudes. Additionally, significant differences in social maturity and career attitudes were found among the three learning disabled groups.

scholarly journals The obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores

2021 ◽  
Vol 12 (2) ◽  
pp. 320-336
Author(s):  
Raihal Fajri ◽  
Siti Sarah Fitriani ◽  
Usman Kasim
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
English Language ◽  
Home Country ◽  
The Other ◽  
Written Expression ◽  
Parallel Structure ◽  
Prepositional Phrases ◽  
Training Class ◽  
Main Ideas

The Test of English as a Foreign Language (TOEFL) is an examination used to evaluate a non-native English speaker’s proficiency in the English language. This study was conducted to investigate the obstacles faced by the junior lecturers of Syiah Kuala University in achieving the required TOEFL scores. This research applied a focused description as a method of collecting the data and was located within qualitative research. The population of this research was 23 junior lecturers of Syiah Kuala University who were participating in a training class at the Language Centre of Syiah Kuala University and are in preparation for further study in either home country or overseas universities. The instrument of data collection is a questionnaire guide with google form that was sent to 23 junior lecturers. The questionnaire was used to find out the obstacles faced by the junior lectures in achieving the required TOEFL scores. The collected were analysed by using compiling the percentage, adopting the formula proposed by Sudjono. The finding shows that junior lecturers faced obstacles in answering listening to long conversations with a percentage of 93.3% and avoiding similar sounds with a percentage of 80%. The specific obstacles in the structure written expression section were the skill in answering coordinate connectors, agreement after certain words, and parallel structure with coordinate conjunctions questions with the percentage 60%. The other obstacles were skills in answering agreement after prepositional phrases and skill in agreement after prepositional phrases questions with the percentage 67.7%. Then, the obstacles faced by them in reading comprehension were in recognizing main ideas and determining meanings of difficult words questions with the percentage of 67.7%. It is suggested that the junior lecturers should improve their English proficiency before they take the TOEFL test.

scholarly journals TEACHERS IN A DISADVANTAGED POSITION

2017 ◽  
Vol 3 (1) ◽  
pp. 39-50
Author(s):  
Adrienn Oravecz ◽  
Csilla Noémi Borsodi
Keyword(s):  
Labor Market ◽  
Working Conditions ◽  
Physical Disability ◽  
Educational Experiences ◽  
The Other ◽  
Vocational School ◽  
Structured Interviews ◽  
Traditional Concept ◽  
Good Practices ◽  
Teacher Trainees

   The writers of this study will use the expression ‘disadvantaged’ in a broader sense. The first part of the study deals with teachers and teacher trainees who are in a disadvantaged position because they have got a physical disability. Structured interviews were made with 8 persons. The interviews focused on their educational experiences and also their experiences in the labor market. The key question of the interviews was whether the interviewees had experienced negative discrimination or not. The other part of the study written by Noémi Csilla Borsodi deals with teachers who are in a disadvantaged position because they are working in a vocational school. Many times, a lot of people have written about pedagogical success, its determination, and the grouping of its indicators. First, pedagogical success will be discussed from a different perspective, then the working conditions at a vocational school will be mentioned. Furthermore, the reasons for why the traditional concept cannot be ’substitute’ into the ’equation of success’ for vocational school. Finally, some good practices will be shown that could help motivate students.

scholarly journals Syntactic error detection and correction in date expressions using finite-state transducers

2011 ◽  
Vol 17 (2) ◽  
pp. 145-161
Author(s):  
ARANTZA DÍAZ DE ILARRAZA ◽  
KOLDO GOJENOLA ◽  
MAITE ORONOZ ◽  
IÑAKI ALEGRIA
Keyword(s):  
Error Detection ◽  
Edit Distance ◽  
The Other ◽  
Error Patterns ◽  
Finite State Transducers ◽  
Alternative Approach ◽  
Error Detection And Correction ◽  
Finite State ◽  
Alternative Approaches

AbstractThis paper presents a set of experiments for the detection and correction of syntactic errors, exploring two alternative approaches. The first one uses an error grammar which combines a robust morphosyntactic analyser and two groups of finite-state transducers (one for the description of syntactic error patterns and the other for the correction of the detected errors). We have also experimented an alternative approach using a positive date grammar where deviations are detected by applying edit-distance techniques. The system has been tested on a corpus of real texts which contained both correct and incorrect sentences. Although the experiment was limited to one language, the results show that attainable performance is not the only criterion for preferring one solution over another.

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