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Showing 1 to 15 of 34 results Save | Export
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Shukla, Vishakha; Long, Madeleine; Bhatia, Vrinda; Rubio-Fernandez, Paula – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
While most research on scalar implicature has focused on the lexical scale "some" vs "all," here we investigated an understudied scale formed by two syntactic constructions: categorizations (e.g., "Wilma is a nurse") and comparisons ("Wilma is like a nurse"). An experimental study by Rubio-Fernandez et al.…
Descriptors: Cues, Pragmatics, Comparative Analysis, Syntax
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Doewes, Afrizal; Saxena, Akrati; Pei, Yulong; Pechenizkiy, Mykola – International Educational Data Mining Society, 2022
In Automated Essay Scoring (AES) systems, many previous works have studied group fairness using the demographic features of essay writers. However, individual fairness also plays an important role in fair evaluation and has not been yet explored. Initialized by Dwork et al., the fundamental concept of individual fairness is "similar people…
Descriptors: Scoring, Essays, Writing Evaluation, Comparative Analysis
Benton, Tom – Research Matters, 2021
Computer adaptive testing is intended to make assessment more reliable by tailoring the difficulty of the questions a student has to answer to their level of ability. Most commonly, this benefit is used to justify the length of tests being shortened whilst retaining the reliability of a longer, non-adaptive test. Improvements due to adaptive…
Descriptors: Risk, Item Response Theory, Computer Assisted Testing, Difficulty Level
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McKee, Cecile; McDaniel, Dana; Garrett, Merrill F. – Language Acquisition: A Journal of Developmental Linguistics, 2022
Certain structures are particularly challenging for children. Explanations of such challenges reference both grammatical development and processing capacities. This study concerns production-specific considerations. Sixteen adults and 72 children from ages 3;01 to 8;11 participated in an experiment designed to elicit imitation of one-, two-, and…
Descriptors: Barriers, Language Acquisition, Grammar, Language Processing
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Yuko Hayashi; Yusuke Kondo; Yutaka Ishii – Innovation in Language Learning and Teaching, 2024
Purpose: This study builds a new system for automatically assessing learners' speech elicited from an oral discourse completion task (DCT), and evaluates the prediction capability of the system with a view to better understanding factors deemed influential in predicting speaking proficiency scores and the pedagogical implications of the system.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Japanese
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Harding, Bradley; Cousineau, Denis – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The same-different task is a classic paradigm that requires participants to judge whether two successively presented stimuli are the same or different. While this task is simple, with results that have been replicated many times, response times (RTs) and accuracy for both same and different decisions remain difficult to model. The biggest obstacle…
Descriptors: Self Concept, Task Analysis, Priming, Reaction Time
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Chen, Jinglu; Tan, Ling; Liu, Lu; Wang, Ling – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
It has been demonstrated that the Simon effect may be increased or reversed due to proportion congruency manipulation, suggesting that learned spatial irrelevant stimulus-response (S-R) associations are used to guide responses. In this study, we tested the hypothesis that learning spatial irrelevant S-R associations by rewards may show a similar…
Descriptors: Reinforcement, Reaction Time, Prediction, Color
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Xu, Jing; Jones, Edmund; Laxton, Victoria; Galaczi, Evelina – Assessment in Education: Principles, Policy & Practice, 2021
Recent advances in machine learning have made automated scoring of learner speech widespread, and yet validation research that provides support for applying automated scoring technology to assessment is still in its infancy. Both the educational measurement and language assessment communities have called for greater transparency in describing…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Computer Software
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Kuhlmann, Beatrice G.; Brubaker, Matthew S.; Pfeiffer, Theresa; Naveh-Benjamin, Moshe – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Few studies have compared interference-based forgetting between item versus associative memory. The memory-system dependent forgetting hypothesis (Hardt, Nader, & Nadel, 2013) predicts that effects of interference on associative memory should be minimal because its hippocampal representation allows pattern separation even of highly similar…
Descriptors: Older Adults, Memory, Comparative Analysis, Interference (Learning)
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Konopka, Agnieszka E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Two experiments tracked the encoding of relational information (actions at the level of the prelinguistic message and verbs at the level of the sentence) during formulation of transitive event descriptions (e.g., The tiger is scratching the photographer). At what point during message and sentence formulation do speakers encode actions and verbs?…
Descriptors: Verbs, Language Processing, Psycholinguistics, Sentences
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Gonzalez-Barrero, Ana Maria; Nadig, Aparna S. – Child Development, 2019
This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20…
Descriptors: Bilingualism, Autism, Pervasive Developmental Disorders, Short Term Memory
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Cournane, Ailís; Pérez-Leroux, Ana Teresa – Language Learning and Development, 2020
Does language development drive language change? A common account of language change attributes the regularity of certain patterns to children's learning biases. The present study examines these predictions for change-in-progress in the use of "must" in Toronto English. Historically, modal verbs like "must" start with root…
Descriptors: Preschool Children, Language Usage, Verbs, Language Variation
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Park, Ryoungsun; Kim, Jiseon; Chung, Hyewon; Dodd, Barbara G. – Educational and Psychological Measurement, 2017
The current study proposes novel methods to predict multistage testing (MST) performance without conducting simulations. This method, called MST test information, is based on analytic derivation of standard errors of ability estimates across theta levels. We compared standard errors derived analytically to the simulation results to demonstrate the…
Descriptors: Testing, Performance, Prediction, Error of Measurement
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Evans, William S.; Cavanaugh, Robert; Quique, Yina; Boss, Emily; Starns, Jeffrey J.; Hula, William D. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The purpose of this study was to develop and pilot a novel treatment framework called "BEARS" (Balancing Effort, Accuracy, and Response Speed). People with aphasia (PWA) have been shown to maladaptively balance speed and accuracy during language tasks. BEARS is designed to train PWA to balance speed-accuracy trade-offs and…
Descriptors: Accuracy, Semantics, Aphasia, Reaction Time
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Li, Xiangqian; Li, Bingxin; Liu, Xuhong; Lages, Martin; Stoet, Gijsbert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
In experiments with univalent target stimuli, task-switching costs can be eliminated if participants are unaware of the task rules and apply cue-target-response associations. However, in experiments with bivalent target stimuli, participants show task-switching costs. Participants may exhibit switch costs even when no task rules are provided in…
Descriptors: Chinese, Second Language Learning, Cues, Task Analysis
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