Concrete Nouns Research Articles

Domain embeddings for generating complex descriptions of concepts in Italian language.

In this work, we propose a Distributional Semantic resource enriched with linguistic and lexical information extracted from electronic dictionaries. This resource is designed to bridge the gap between the continuous semantic values represented by distributional vectors and the discrete descriptions provided by general semantics theory. Recently, many researchers have focused on the connection between embeddings and a comprehensive theory of semantics and meaning. This often involves translating the representation of word meanings in Distributional Models into a set of discrete, manually constructed properties, such as semantic primitives or features, using neural decoding techniques. Our approach introduces an alternative strategy based on linguistic data. We have developed a collection of domain-specific co-occurrence matrices derived from two sources: a list of Italian nouns classified into four semantic traits and 20 concrete noun sub-categories and Italian verbs classified by their semantic classes. In these matrices, the co-occurrence values for each word are calculated exclusively with a defined set of words relevant to a particular lexical domain. The resource includes 21 domain-specific matrices, one comprehensive matrix, and a Graphical User Interface. Our model facilitates the generation of reasoned semantic descriptions of concepts by selecting matrices directly associated with concrete conceptual knowledge, such as a matrix based on location nouns and the concept of animal habitats. We assessed the utility of the resource through two experiments, achieving promising outcomes in both the automatic classification of animal nouns and the extraction of animal features.

Pengaplikasian permainan kad memori dalam pembelajaran kata nama am konkrit bahasa Kadazandusun [Memory card game in concrete common nouns learning in Kadazandusun language

Pupils from various dialects of Kadazandusun language face problem in identifying nouns in Kadazandusun Language subject in school as the subject taught in Bunduliwan dialect. This situation requires interesting teaching and learning strategies through the use of language games. This study aims to identify the achievement level of concrete common nouns in the Kadazandusun language using memory card games. This is a quasi-experimental quantitative approach. The data collection instruments used include pre-test, post-test and Memory Card Game. This research was conducted in a primary school in Telupid Tongod district, Sabah. A number of 20 pupils in Year Three were chosen through intact group sampling according to their respective classes. The data was analyzed descriptively using mean and percentage. The result showed that Memory Card Game has increased the level of achievement in concrete common nouns among the treatment group compared to the control group with a mean value of 65.20 compared to 26.20. In conclusion, the Memory Card Game increased the mastery level in learning common concrete nouns in the Kadazandusun Language. This study implied that Memory Card Game can be applied by teachers in rural areas as a tool to improve vocabulary mastery in Kadazandusun Language in primary school.

Affordance norms for 2825 concrete nouns.

Objects are commonly described based on their relations to other objects (e.g., associations, semantic similarity, etc.) or their physical features (e.g., birds have wings, feathers, etc.). However, objects can also be described in terms of their actionable properties (i.e., affordances), which reflect interactive relations between actors and objects. While several normed datasets have been developed to categorize various aspects of meaning (e.g., semantic features, cue-target associations, etc.), to date, norms for affordances have not been generated. We address this limitation by developing a set of affordance norms for 2825 concrete nouns. Using an open-response format, we computed affordance strength (AFS; i.e., the probability of an item eliciting a particular action response), affordance proportion (AFP; i.e., the proportion of participants who provided a specific action response), and affordance set size (AFSS; i.e., the total number of unique action responses) for each item. Because our stimuli overlapped with Pexman et al.'s, Behavior Research Methods, 51, 453-466, (2019) body-object interaction norms (BOI), we tested whether AFS, AFP, and AFSS were related to BOI, as objects with more perceived action properties may be viewed as being more interactive. Additionally, we tested the relationship between AFS and AFP and two separate measures of relatedness: cosine similarity (Buchanan et al., Behavior Research Methods, 51, 1849-1863, 2019a, Behavior Research Methods, 51, 1878-1888, 2019b) and forward associative strength (Nelson et al., Behavior Research Methods, Instruments, & Computers, 36(3), 402-407, 2004). All analyses, however, revealed weak relationships between affordance measures and existing semantic norms, suggesting that affordance properties reflect a separate construct.

Semantic richness effects in isolated spoken word recognition: Evidence from massive auditory lexical decision.

While known to influence visual lexical processing, the semantic information we associate with words has recently been found to influence auditory lexical processing as well. The present work explored the influence of semantic richness in auditory lexical decision. Study 1 recreated an experiment investigating semantic richness effects in concrete nouns (Goh et al., 2016). In Study 2, we expanded the stimulus set from 442 to 8,626 items, exploring the robustness of effects observed in Study 1 against a larger data set with increased diversity in both word class and other characteristics of interest. We also utilized generalized additive mixed models to investigate potential nonlinear effects. Results indicate that semantic richness effects become more nuanced and detectable when a wider set of items belonging to different parts of speech is examined. Findings are discussed in the context of models of spoken word recognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How semantics works in Chinese relative clause processing: insights from eye tracking.

Recent years have witnessed much research on semantic analysis and syntactic anatomy in ordinary language processing. However, it is still a matter of considerable debate about when and how the semantic integration of single word meanings works and interacts with syntax during on-line comprehension. This study, in an eye-tracking paradigm, took 38 native speakers of Mandarin Chinese as the participants and took Chinese relative clauses as stimuli to figure out the functions of semantics by investigating the conditioning semantic factors influencing and governing the word order variation of Chinese relative clauses during different processing stages. Accordingly, this study manipulated two syntactic variables, i.e., relative clause type and the position of the numeral-classifier sequence (NCL) in the relative clause, as well as a semantic variable, i.e., the abstractness of the head noun that the relative clause modified. Specifically, the study addressed two questions: (1) when semantics is activated and interacts with syntax and (2) how semantics affects syntax during the time course of Chinese relative clause processing. The results indicated that: (1) Semantics was activated and interacted with syntax during the early and late processing stages of Chinese relative clauses, which challenged the sequential order of syntactic and semantic processes, and supported the claims of the Concurrent Processing Model. (2) The syntactic order of the Chinese relative clause was affected by the semantic information of the head noun that the clause modified. Object-extraction relative clauses (ORCs) had a conjunction preference for the order "an object relative clause preceding the numeral-classifier sequence and the head noun." Instead, the subject-extraction relative clause (SRC) which modified a concrete noun (CN) had a co-occurrence preference for the order "numeral-classifier sequence preceding the subject relative clause and the head noun," while the subject-extraction relative clause which modified an abstract noun (AN) had a co-occurrence preference for the order "subject relative clause preceding the numeral-classifier sequence and the head noun." The findings of this study were evaluated in light of the perspectives of truth value semantics of the syntactic components, the semantic compatibility of numeral-classifier sequence and its modified noun as well as the discourse functions of outer modifier nominals and inner modifier nominals.

Подлежащее в бурятских конструкциях каузации эмоций

This article examines the emotion causation constructions (ECC) in Buryat as a systemic means for the speaker to direct attention toward various components of the Stimulus. The most informatively significant component functions as the subject of ECC: it can be the Stimulus, represented by a clause or a noun phrase (NP), or its Agent, referred to as the Causer. Concrete nouns are extremely rarely used as subjects. There are two types of Stimuli: the events perceived directly or the information about these events, with the latter being even somewhat more frequent than the former, indicating the importance of a communicative factor in a language community. The analysis confirms the assumption that all subject types relate to the Stimulus, but the attention focus can vary. It can be directed to the event itself, its presentation forms ranging from a clause to a noun, the source of information about it, the Agent, and rarely the Theme. The prevalence of antroponymic names as subjects in ECCs can be explained by the psychology of communication, with interlocutors usually focusing on other individuals involved in emotion-causing events. Verbalization of emotions caused by inanimate objects is atypical for the Buryat language system. In unconventional scenarios, basic emotive verbs can be employed with inanimate subjects, provided that the speaker’s attention is redirected away from the Agent.

Investigating EFL Students' Writing Skills Through Artificial Intelligence: Wordtune Application as a Tool

Artificial intelligence (AI) powered writing technologies such as Wordtune and Grammarly are increasingly penetrating the L2 writing domain. Despite the growing significance of such digital tools, few studies have explored how AI-driven applications impact Saudi English as a Foreign Language (EFL) writing. The current study aimed to fill this gap by investigating whether and to what extent Wordtune facilitates Saudi students' writing. The participants were divided into two male and two female groups using a mixed-method design. For both male and female samples, one group was identified as the control group, whereas the other one was identified as the experimental group. Quantitative data were collected using pretests and post-tests and analyzed using SPSS. Qualitative data were derived from students' writing samples and assessed by two human raters. The results showed that using Wordtune, students in the experimental group surpassed those in the control group. Quantitative findings demonstrated that using Wordtune, the experimental group upgraded their writing and outperformed the control group in the final writing exam. Qualitative findings indicate that using Wordtune, the experimental group made modest writing gains at the lexical and syntactic levels. While lexical gains included more concrete nouns, vivid adjectives, and precise verbs, sentence-structure gains included the increasing presence of complex phrases and complex and compound sentences. Finally, the impact of Wordtune on writing quality was the same for both male and female participants.

Profiles of poor and good spellers in German noun capitalization

This study investigated how fourth graders with different proficiency levels (1st and 4th quartile, 192 and 195 pupils respectively) produce and detect German noun capitalization in relation to two factors, lexical-semantic characteristics of the noun and the structure of the noun phrase (NP). The first factor includes concrete and abstract nouns, and nominalized verbs and adjectives, the second factor the syntactic context of the NP (with or without determiner and/or adjective, including bare noun). The two proficiency groups showed different patterns in the production and detection of capitalization in relation to these two factors after three years of instruction in noun capitalization. The low-proficiency group performed on chance level only for concrete nouns in the context with precedent determiner, the context highlighted at school. The high-proficiency group seemed to make use systematically of the expanded NP in order to recognize and capitalize the noun but still had difficulties with most bare nouns. The paper discusses the type of information low- and high-achieving pupils seem to use in noun capitalization and detection.

Indonesian Language Performance of Mentally Retarded Children: Reference for Writing Literacy Text Needs

This research examines the Indonesian language performance of mentally retarded children by identifying the vocabulary and sentence patterns. These two elements have implications for effective reading speed, which is needed in implementing the school literacy program. Identifying the vocabulary and sentence patterns of mentally retarded children is important to show the causes and overcome the low effective reading speed problems. Based on the data and discussion, the vocabulary is dominated by concrete nouns – monomorphemics, and the dominant sentence pattern is a monoclause – active. Meanwhile, the limitations of abstract thinking trigger the dominance of vocabulary characteristics and sentence patterns. Hence they fail to apply grammatical aspects in forming polymorphemic words and sentences with multiclauses. Text interventions are needed following their Indonesian language performance and repertoire to support their involvement in the school literacy program.

Analysis of Noun Found in Song “Lonely” By Justin Bieber

The aim of this research is to find out noun used in a song by Justin Bieber entitled “Lonely”. This research applied descriptive qualitative method. There are several steps researcher conducted, including read the song lyrics, discovered nouns from the lyrics, then classified nouns based on the types. Based on research analysis, researcher discovered 12 nouns with 5 types. Therefore, the research results showed that there are 12 common nouns, 7 for each concrete and countable nouns, and 5 for each abstract and uncountable nouns found in song entitled “Lonely”.

The Three Terms Task - an open benchmark to compare human and artificial semantic representations

Word processing entails retrieval of a unitary yet multidimensional semantic representation (e.g., a lemon’s colour, flavour, possible use) and has been investigated in both cognitive neuroscience and artificial intelligence. To enable the direct comparison of human and artificial semantic representations, and to support the use of natural language processing (NLP) for computational modelling of human understanding, a critical challenge is the development of benchmarks of appropriate size and complexity. Here we present a dataset probing semantic knowledge with a three-terms semantic associative task: which of two target words is more closely associated with a given anchor (e.g., is lemon closer to squeezer or sour?). The dataset includes both abstract and concrete nouns for a total of 10,107 triplets. For the 2,255 triplets with varying levels of agreement among NLP word embeddings, we additionally collected behavioural similarity judgments from 1,322 human raters. We hope that this openly available, large-scale dataset will be a useful benchmark for both computational and neuroscientific investigations of semantic knowledge.

A Corpus-Based Analysis of the Grammatical Status of Short Demonstratives in the Timok Dialect

Abstract: The present study addresses the question of the status of demonstrative enclitics (short demonstratives (SDs)) in Timok in the process of their grammaticalization from a demonstrative into a definite article. It uses insights from neighboring Bulgarian and Macedonian varieties where this process of grammatical change has resulted in a fully grammaticalized definite article. Different linguistic criteria are used to situate the Timok SD on the grammaticalization scale between a demonstrative, anaphoric article and a definite article. It analyzes the type of referential marking of the three demonstratives ( ovaj, taj, onaj 'this, that, yonder'; t -, v -, n -forms, respectively), as well as their distribution in noun phrases and the type of noun they select. All findings point to their status as anaphoric articles. However, when it comes to the type of reference, although there is variation, the t -form of the SD is dominantly used for anaphoric referencing, while v -form and n -form are more commonly used deictically. Insight into idiolects reveals that some speakers show a more advanced use of SDs on the grammaticalization scale than others, by using SDs more frequently and exhibiting a more anaphoric use. They tend to select countable and concrete nouns, linking SDs to the deictic meaning of the demonstrative. Within a nominal expression, SD attaches almost exclusively to adjectival modifiers, which suggests that it does not have the status of a functional element marking definiteness.

Is it ‘Increase’ or ‘Rise?’ A Corpus-based Behavioural Profile Study of English Near-Synonym Verbs

This study emerged as a result of insufficient knowledge and descriptions of the behavioural profiles of the near-synonym English verbs, increase and rise, by non-corpus-based traditional reference sources used by students. We explored the behavioural characteristics of this group of near-synonym verbs using the British National Corpus (BNC) of 100 million words as our corpus. Using the Sketch Engine Tool, we examined their frequency, subject and object noun collocations, adverb collocations, and syntactic behavioural profiles. The results demonstrate that both words collocate with subject and object nouns. However, on their top ten subject collocation lists, increase only collocates with abstract nouns related to finance and economy, whereas rise collocates with three different kinds of abstract nouns related to finance/economy, the human entity, and the natural environment, and one concrete noun related to natural environment. In addition, they only have two collocates in common on their top subject noun collocates list. In terms of object noun collocations, increase only collocates with abstract nouns connected to finance/economy and the natural environment, but rise collocates with abstract and concrete nouns on their top list. They also only have three adverb collocations in common on the top list. Rise has 17 distinct syntactic patterns, whereas increase has 15 different syntactic patterns. In teaching near-synonyms, we propose using corpus-based reference resources.

Лексико-грамматическая характеристика и особенности функционирования редуплицированных существительных в современном русском языке

Reduplicated nouns such as krasota-krasota, mama-mama, and others, have been widely used in modern colloquial speech and attracted the interest of Russian and foreign linguists. This paper identifies how the functioning of these words depends on their relation to the lexico- grammatical classes and thematic groups. The characteristics underlying the peculiar seman- tics of all reduplicated nouns are specified: the comparison of several objects, with one of them fully expressing an individual / general image of a phenomenon; the substantive nature involving more than one feature in the word meaning. The classification is based on several criteria, the main one being the attributability to personal nouns (muzh-muzh, podruga- podruga) or impersonal nouns (veter-veter, derevnya-derevnya). For impersonal reduplicated nouns, the essential characteristics are their correlation with adjectives or their belonging to material, abstract, or concrete nouns or thematic groups (celebrations, seasons, clothes). These characteristics determine the following functions: the intensification of one characteristic, the combination of a greater intensification and a subject’s image of the best model, a complete correspondence to an individual / common image of a phenomenon, a high emotional evalua- tion, and others. The range of functions of personal reduplicated nouns is highly varied, de- pending not only on their belonging to a particular group (nominations based on gender and age, family and interpersonal relations, kind of activity) but also on extralinguistic factors, semantic peculiarities of a basic noun, and others. Reduplication can change a hierarchy of semes in the structure of a lexical meaning, actualizing the role of peripheral and implicit semes.

A Study on the Translation Strategy of Culturemes in the subtitle of the film Forbidden Dream

We have analyzed 63 Korean noun culturemes in the historical film entitled “Forbidden Dream” (Korean title “Cheonmun”), which were classified into the three categories of job titles or ranks, concrete nouns and abstract nouns. We adopted the four translation strategies of transfer, transliteration, generalization and condensation for the analysis of those culturemes in the English subtitles, We found that the strategy of transfer, which translates culturemes literally, was employed much more than any other strategy. The strategy of transliteration was utilized as much as condensation. This fact reflects the characteristic of a Korean historical film which shows many job titles or buildings to be romanized. The generalization and condensation strategies were adopted to deliver difficult culturemes as easily as possible or as the result of the time and space constraints. Unfortunately, we found some inconsistency in translating some characters’ titles, which may confuse the story.

Quotation marks in advanced language acquisition: A reading time experiment on English pure quotation

Quotation marks represent a well-known tool to refer to something in a metalinguistic way. For instance, in the sentence “Gold” is a concrete noun, we focus on a linguistic property of the noun gold rather than, or at least in addition to, its standard denotation, which is, in turn, referred to in a sentence like Gold is a strong metal. While the semantic and pragmatic characteristics of quotation in general and quotation marks in particular are relatively well understood, we know much less about whether and how one uses, processes, and acquires these marks. The present article aims at connecting to and expanding previous research on the perception and production of quotation marks and concentrates on the role quotation marks play in the detection of English pure quotation in advanced readers. We show that quotation marks are relevant in advanced language acquisition, and that individuals benefit from the marks when being exposed to quotational constructions.

The acquisition of emotion-laden words from childhood to adolescence

Studies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional study, we objectively examined the age of acquisition of words that relate to emotions without explicitly referring to affective states (emotion-laden words, e.g., cake, tomb, rainbow) using a picture naming task. Three hundred and sixty participants belonging to 18 age groups from preschool to adolescence overtly named line drawings corresponding to positive, negative, and neutral concrete nouns. The results of regression and mixed model analyses indicated that positive emotion-laden words are learnt earlier in life. This effect was independent of the contribution of other lexical and semantic factors (familiarity, word frequency, concreteness, word length). It is proposed that the prioritized acquisition of positive emotion-laden words might be the consequence of the communicative style and contextual factors associated with the interaction between children and caregivers. We also discuss the implications of our findings for proposals that highlight the role of language in emotion perception and understanding.

The Use of Linguistic Features in Indonesian Students’ Texts at Hungarian Universities

Students enrolled in a higher level of education may face challenges in producing assignments, including writing an essay. They need to present appropriate linguistic features in the text to demonstrate their writing quality. Comparing linguistic features during university study is one fundamental aspect of administering writing quality and showing student writing development. The topic presented in this study describes an initial statistical analysis and the frequency of linguistic features in the texts produced by Indonesian graduate students enrolled at Hungarian universities. This study proposed two research questions: 1) How frequently do pre-selected linguistic features appear in the texts of Indonesian graduate students? 2) How do these features appear in a paired T-test statistical analysis? Seven MSc and MA graduate students took part in the study to meet the goal. They are students at three different universities in Hungary, which all have a Social Science Faculty. During their second-year studies, fourteen essays with a minimum text length of 2000 words were collected. The findings revealed an increase in conjunctions, adjectives, abstract nouns, concrete nouns, noun phrases, expanded noun phrases, active verbs, verb phrases, and passive forms. Meanwhile, the frequency of linguistic features such as prepositions, definite articles, indefinite articles, noun clauses, adverbial clauses, and adjective clauses decreased. In addition, both the rise of nine linguistic features and the decrease of six features in the second semester are not statistically significant.

Lexical relations in Spanish-Speaking older adults with Alzheimer's disease: An approach to semantic memory

Changes associated with aging intensify when older adults are diagnosed with cognitive impairment. In order to describe such changes in semantic memory, this study compared the lexical relations produced by Mexican older adults diagnosed with Alzheimer's disease (AD) with those with typical aging (TA) in a free word association task. Participants were 24 older adults, 12 with AD and 12 with TA; all were right-handed monolingual Spanish speakers, 55 years of age or older, and with an educational level of at least one year. Older adults with AD were diagnosed according to clinical criteria. Both groups had similar demographic characteristics: sex, age, and years of education. The free word association task used 234 high-frequency concrete nouns of early acquisition. Two codings were performed: one based on classification of syntagmatic and paradigmatic relations, and the other on semantic association, wide association, and association by signifiers. Our results showed differences in the type of lexical relations generated by older adults with AD as compared with those with TA; semantic memory in the AD group presented alterations, but various lexical relations were preserved, at least in the moderate stage of the disease. We identified how words are connected and the state of semantic memory in older adults with AD.

THE EFFECT OF USING BALL TOSS STRATEGY IN TEACHING VOCABULARY AT THE FOURTH GRADE OF SDN 023 PANDAU JAYA

The purpose of this research was to find out there was significant effect of the students who were taught by using ball toss strategy better than the students who were not taught on vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya. This research was Quasi Experimental research. The population of this research was the the fourth grade of SDN 023 Pandau Jaya. The number of sample was 56 students; Experimental class was IV.A consisting of 28 students, and Control class was IV.C consisting of 28 students. After calculating U-Mann whitney test, the researcher found that Asymp.Sig 2 tailed < Significant level (0.00 < 0.05), so that Alternative Hypothesis was accepted, it meant that there was significant effect of using Ball Toss Strategy toward students’ vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya and the average post-test score of experimental class was 71.42, increased from pre-test score 54.10. The average post-test on control class was 63.57 was lower than Experimental class. N-Gain of this research was 0.35, it was categorized middle. As the conclusion, there was different vocabulary mastery of the students who received in class instruction of ball toss strategy than students who did not receive instruction of ball toss strategy. REFERENCES Aefsky, Fern. 2000. Making decision about diverse learners. United States. Handbooks, manuals. Allen, Janet. 1999. Word and Word in teaching Vocabulary in Grade 4-12. Portland: Stelhouse Publishers. Alicia. 2010. Teaching Vocabulary by Using Ball Toss Review Strategy at Elementary School 144 Padang. Retrieved on April 2014. http://ejournal-s1.stkip-pgri-sumbar.ac.id/index.php/Inggris/article/view/737/728 Asfiyah. 2011. The Use of Ball Toss Strategy to Improve Students Vocabulary in Concrete Noun (An Experimental Research at the Second Grade of MTS. Mafatihut Thullab An-Nawawy Surodadi Jepara in Academic Year of 2010/2011. Retrieved on April 2014. Unpublished Thesis: http://library. walisongo.ac.id/digilib/files/disk1/115/jtptiain-gdl-asfiyah-5707-1-053411341.pdf Creswell, Jhon W, 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Second Edition. USA: University of Nebraska-Linclon. Eckersley, C.E. 1960. A Comprehensive English Grammar for Foreign Language Students. London: Longman. Hasanah. 2013. Teaching English Vocabulary Using Ball Toss Strategy at the Fourth Grade Students of SDN Cibeber Mandiri 1 Cimahi in Academic Year 2012-2013.Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2 /files/ 2013/11 /0922055567-Hasanah. Hornby, AS.2000. Oxford Advanced Learner’s Dictionary. Oxford university Press. Khaty. 2010. 40 active strategy learningstrategies inclusive Classroom. United States. Lybrary of congres catalog. Leaver,et al.2005. Achieving Success in Second Language Acquisition. Cambridge University Press. Linse, Caroline. 2006. Practical English Language Teaching: Young Learners. NewYork: McGraw Hill. Meltzer,D.E. 2002. The relationship between Mathematics Preparation and Conceptual Learning Gains in Physic: A possible: “hidden variable” in diagnostic pretest score. American Journal. Nunan, David. 1991. Practical English Language. America: Cambridge University Press. Septiani. 2013. Teaching Vocabulary Using Ball Toss Strategy on Students of Elementary (A Case Study at the Sixth Grade SD Pandu Bandung. Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2/files/2013/11/09220536-Septiani. Sugiyono, Prof.Dr. 2010. Statiska Untuk Penelitian. Bandung. CV.Alfabeta Toby. 2002. Strategies for teaching. San Francisco: Market Strevrt. Ur, Penny. 1991. A Course in Language Teaching: Practiceand Theory. Cambridge University Press. Zulkarnain. 2010. Statiska Penelitian. Pekanbaru: Cendekia Insani Pekanbaru.