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Peer reviewed
Direct linkParadis, Johanne; Kirova, Anna – International Journal of Behavioral Development, 2014
The objectives of this study were twofold: (1) Determine the English proficiency of English second-language learners (ELLs) at the end of preschool as referenced to monolingual norms, and in particular, to determine if they showed an asynchronous profile, that is, approached monolingual norms more closely for some linguistic sub-skills than…
Descriptors: English (Second Language), Second Language Learning, Language Proficiency, Preschool Children
Armon-Lotem, Sharon; Haman, Ewa; de López, Kristine Jensen; Smoczynska, Magdalena; Yatsushiro, Kazuko; Szczerbinski, Marcin; van Hout, Angeliek; Dabašinskiene, Ineta; Gavarró, Anna; Hobbs, Erin; Kamandulyte-Merfeldiene, Laura; Katsos, Napoleon; Kunnari, Sari; Nitsiou, Chrisa; Olsen, Lone Sundahl; Parramon, Xavier; Sauerland, Uli; Torn-Leesik, Reeli; van der Lely, Heather – Language Acquisition: A Journal of Developmental Linguistics, 2016
This cross-linguistic study evaluates children's understanding of passives in 11 typologically different languages: Catalan, Cypriot Greek, Danish, Dutch, English, Estonian, Finnish, German, Hebrew, Lithuanian, and Polish. The study intends to determine whether the reported gaps between the comprehension of active and passive and between short and…
Descriptors: Language Research, Form Classes (Languages), Language Processing, Language Acquisition
Download full textCrossley, Scott A.; Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Journal of Educational Data Mining, 2016
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…
Descriptors: Essays, Scoring, Writing Evaluation, Natural Language Processing
Pfenninger, Simone E. – Studies in Second Language Learning and Teaching, 2017
The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset (AO). The results of several long-term classroom studies on age effects will be presented, in which I have empirically analyzed…
Descriptors: Age Differences, Individual Differences, Context Effect, Hierarchical Linear Modeling
Kan, Kees-Jan; Ploeger, Annemie; Raijmakers, Maartje E. J.; Dolan, Conor V.; van Der Maas, Han L. J. – Developmental Science, 2010
We present a review of empirical evidence that suggests that a substantial portion of phenotypic variance is due to nonlinear (epigenetic) processes during ontogenesis. The role of such processes as a source of phenotypic variance in human behaviour genetic studies is not fully appreciated. In addition to our review, we present simulation studies…
Descriptors: Twins, Simulation, Genetics, Models
Cromer, Lisa DeMarni; Reynolds, Shannon M.; Johnson, Mitchell D. – Journal of the Scholarship of Teaching and Learning, 2013
Human subject pools (HSPs) are the basis for much psychological research. There is an explicit assumption that participants receive benefits from their participation, however there is little empirical research about the costs/benefits of participation. We conducted two studies with undergraduate psychology students to evaluate factors that can…
Descriptors: Psychological Studies, Undergraduate Students, Personality Traits, Cost Effectiveness
Wang, Chee Keng John; Pyun, Do Young; Liu, Woon Chia; Lim, Boon San Coral; Li, Fuzhong – European Physical Education Review, 2013
Using a multilevel latent growth curve modeling (LGCM) approach, this study examined longitudinal change in levels of physical fitness performance over time (i.e. four years) in young adolescents aged from 12-13 years. The sample consisted of 6622 students from 138 secondary schools in Singapore. Initial analyses found between-school variation on…
Descriptors: Longitudinal Studies, Physical Fitness, Secondary School Students, Individual Differences
Geyer, Naomi – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2013
This paper examines the use of Japanese addressee honorific in several
social contexts (e.g., family dinner table and faculty meetings) and considers
the relationship between social norms and variations. It attempts to reconsider the notion of discernment (Ide, 1989, 2006) in line with Bourdieu's (1977) conception of "habitus,"…
Descriptors: Japanese, Language Usage, Pragmatics, Form Classes (Languages)
Howren, M. Bryant; Christensen, Alan J.; Karnell, Lucy Hynds; Funk, Gerry F. – Journal of Consulting and Clinical Psychology, 2013
Individuals diagnosed with head and neck cancer (HNC) not only face a potentially life-threatening diagnosis but must endure treatment that often results in significant, highly visible disfigurement and disruptions of essential functioning, such as deficits or complications in eating, swallowing, breathing, and speech. Each year, approximately…
Descriptors: Cancer, Clinical Diagnosis, Human Body, Therapy
Bussey, Thomas J.; Orgill, MaryKay; Crippen, Kent J. – Chemistry Education Research and Practice, 2013
Instructors are constantly baffled by the fact that two students who are sitting in the same class, who have access to the same materials, can come to understand a particular chemistry concept differently. Variation theory offers a theoretical framework from which to explore possible variations in experience and the resulting differences in…
Descriptors: Chemistry, College Instruction, Prior Learning, Learning Theories
Vukovic, Rose K.; Kieffer, Michael J.; Bailey, Sean P.; Harari, Rachel R. – Contemporary Educational Psychology, 2013
This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of…
Descriptors: Geometric Concepts, Mathematical Applications, Young Children, Grade 2
Dörrenbächer, Laura; Perels, Franziska – Frontline Learning Research, 2015
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Descriptors: Metacognition, Learning Theories, Models, College Students
Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S. – Journal of Learning Analytics, 2015
Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…
Descriptors: Writing (Composition), Writing Strategies, Hypothesis Testing, Essays
Alakaam, Amir A.; Castellanos, Diana C.; Bodzio, Jessica; Harrison, Lee – Journal of International Students, 2015
This study examines the dietary intake changes and factors related to dietary acculturation in international students attending an urban university in the United States. The researchers administered seven focus groups of college-age international students (n = 32) between June and August 2012. The participants were enrolled in Northeastern and…
Descriptors: Eating Habits, Foreign Students, Urban Schools, College Students
Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S. – Grantee Submission, 2015
Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…
Descriptors: Writing (Composition), Writing Strategies, Hypothesis Testing, Essays
