Correct Word Research Articles

To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice

ABSTRACT Purpose Children make spelling errors despite classroom instruction on phoneme-grapheme connections and spelling rules. We examined whether additional practice helps to decrease the number of spelling errors for a morphological spelling rule. We distinguished explicit practice in applying a spelling rule from implicit exposure to correct word forms. Method After a dictation task, Dutch second graders (n = 139; 46.8% girls) were matched and randomly divided over explicit, implicit, and no-additional practice conditions. Additional practice was based on evidence-based exercises and encompassed five sessions. The dictation task included target words that were practiced, as well as transfer words that were not. Results Both explicit and implicit practice resulted in better performance on target words (large effect) as well as transfer words (medium to large effect) compared to no-additional practice. There were no differences between implicit and explicit practice. Conclusion These findings indicate that spelling performance can be improved by additional practice, both by telling and showing. Using evidence-based explicit or implicit exercises after classroom instruction has taken place can (further) improve children’s spelling of rule-based words.

A reform path for English learning based on data mining algorithms

Abstract This paper utilizes data mining algorithms to predict the evaluation value of new items by target users in an interactive learning environment. To enhance data quality, redundant data in the dataset is eliminated. To provide better learning recommendations and personalized services, prediction accuracy is assessed by calculating the deviation between predicted and actual ratings. Teachers and students can use the analysis results of feature weights, correct word cut scores, and other indicators obtained from data mining as key learning references. In the data mining analysis of students’ English learning data, the feature weight is 0.921, which helps to assess students’ knowledge mastery and learning effect more accurately.

Dosa Karena Lidah (Yakobus 3:1-12)

Sin of the tongue is sin that comes out of the mouth and is expressed through words that are unpleasant for other people to hear. The tongue is a small part of the body, but it can also detect a person's physical condition through spoken words like those above. This means that someone can detect whether someone is mature in God or not, all of which can be known through the words they say. With the tongue, humans praise God's name, but with the same tongue, humans curse humans who were created in the image and likeness of Allah. From the same tongue come blessings and curses (Jas. 3:1-12). Here James emphasizes, "This, my brothers, must not happen to you" (Jas. 3:10). James reminds Christians who work as pastors or teachers to be careful in what they say because being a teacher is very difficult (Jas. 3:1). Christians need to control themselves in their pronunciation because they cannot be free from every mistake in the words that come out of their mouths, because they can have both positive and negative impacts. The purpose of writing is an effort to find answers to the main research points. The purpose of this writing is first, so that readers can understand the use of the tongue through correct words. Second, readers can gain a correct understanding of the sin of the tongue. Third, the reader gets a correct understanding of how to control the tongue. The research hypothesis is that it is suspected that there are people who do not properly understand the use of the tongue that God desires, so there are people who believe.

46 Intrusions in Verbal Fluency Tasks in Mild Cognitive Impairment and Dementia: A Longitudinal Analysis

Objective:Research shows intrusions in memory tests can predict cognitive impairment in abnormal aging. However, there still is a need for additional research regarding the association of intrusions in verbal fluency tasks and clinical diagnosis of mild cognitive impairment, and dementia. The aim of this research is to determine if there is an association between intrusion totals in verbal fluency tasks and diagnosis, longitudinally (across 3 years), if there are significant differences between category and phonemic fluency tasks in intrusion total scores, and if progression from cognitively normal (CN) to mild cognitive impairment (MCI) or dementia and from MCI to dementia can be indicated through differences in intrusion scores.Participants and Methods:Participants were recruited from the Memory Disorders Center at Wien Center for Alzheimer’s Disease and Memory Disorders at Mount Sinai Medical Center in Miami, Florida to take part in the ongoing 1Florida Alzheimer’s Disease Research Center (ADRC) project. At baseline, participants had an average of 15 years of education (M = 15.00, SD = 3.65), were an average of 72.24 years old (M = 72.24, SD = 7.99), and were 62.93% female. At baseline (Visit/ year 1), there were 88 CN, 229 MCI, and 58 dementia participants. Participants were asked to complete Categorical and Phonemic verbal fluency tasks in which correct words said and intrusions were collected. Intrusion totals were quantified as the sum of intrusions within each subsection of the tasks (i.e., fruits, vegetables, and animals for the category; F, L, A, S for phonemic). Intrusion totals and correct words were analyzed across diagnostic groups and progressor vs. non-progressor groups.Results:Results indicated that intrusions are significantly associated with diagnosis in Phonemic fluency tasks, however, this was not the case for Category fluency tasks. Higher phonemic fluency task intrusions were associated with more severe cognitive decline. In progressor versus non-progressor groups there were no significant differences in intrusion totals. Lower correct scores for category and phonemic fluency tasks were found to be significantly associated with increased severity of diagnosis. Lower correct scores also significantly predicted progressor classification.Conclusions:These findings suggest possible association of higher intrusion errors in verbal fluency tasks with more severe cognitive decline. Although these indications were significant, further research exploring intrusions and cognitive diagnosis are still needed.

Characterizing phonemic fluency by transfer learning with deep language models.

Though phonemic fluency tasks are traditionally indexed by the number of correct responses, the underlying disorder may shape the specific choice of words-both correct and erroneous. We report the first comprehensive qualitative analysis of incorrect and correct words generated on the phonemic ('S') fluency test, in a large sample of patients (n = 239) with focal, unilateral frontal or posterior lesions and healthy controls (n = 136). We conducted detailed qualitative analyses of the single words generated in the phonemic fluency task using categorical descriptions for different types of errors, low-frequency words and clustering/switching. We further analysed patients' and healthy controls' entire sequences of words by employing stochastic block modelling of Generative Pretrained Transformer 3-based deep language representations. We conducted predictive modelling to investigate whether deep language representations of word sequences improved the accuracy of detecting the presence of frontal lesions using the phonemic fluency test. Our qualitative analyses of the single words generated revealed several novel findings. For the different types of errors analysed, we found a non-lateralized frontal effect for profanities, left frontal effects for proper nouns and permutations and a left posterior effect for perseverations. For correct words, we found a left frontal effect for low-frequency words. Our novel large language model-based approach found five distinct communities whose varied word selection patterns reflected characteristic demographic and clinical features. Predictive modelling showed that a model based on Generative Pretrained Transformer 3-derived word sequence representations predicted the presence of frontal lesions with greater fidelity than models of native features. Our study reveals a characteristic pattern of phonemic fluency responses produced by patients with frontal lesions. These findings demonstrate the significant inferential and diagnostic value of characterizing qualitative features of phonemic fluency performance with large language models and stochastic block modelling.

English Pronunciation Quality Evaluation System Based on Continuous Speech Recognition Technology for Multi-Terminal

This paper presents a novel approach for evaluating the pronunciation quality of English speech using continuous speech recognition technology. The research focuses on the application of artificial intelligence in speech recognition, utilizing web browsers on various terminal devices such as computers, mobile phones, and tablets to allow users to read the provided text aloud. The web program captures audio input from the microphone, records it in MP3 format, and uploads it to the server. The server employs the Whisper model to transcribe the audio into semantic text, which is then compared with the displayed text. By calculating the semantic distance and assessing the accuracy of pronunciation, the system provides an evaluation of pronunciation quality, marking correct and incorrect words. To achieve real-time processing, the compact tiny model is employed, and further optimization is performed using Ctranslate 2, resulting in significant performance improvements.

Meningkatkan Kemampuan Menyunting Teks Karangan Dengan Metode Direct Instruction Kelas IX B SMP Negeri 16 Kupang

The study aimed to investigate the application of the direct instruction method in improving student ability to edit essay texts. Classroom Action Research was employed to get the data at Grade IX B, SMP Negeri 16 Kupang. The subject of this research was 30 students (15 male and 15 female). The research was carried out using two cycles which included the following steps: planning, action, observation, and reflection/analysis. Based on a study, the use of the Direct Learning Method can improve students' ability to find and correct spelling errors, word choice, sentence effectiveness, paragraph integration and discourse coherence. Based on observations in Cycle I and Cycle II, shows that the results obtained in Cycle I reached 40% learning completeness. Meanwhile, the results of Cycle II reached 80% of learning completeness.

The Distinctness of Illusory and Non-Illusory Conjunctions in the Perception of Chinese Words: Assessing the Roles of Stimulus Exposure Time.

Previous studies of illusory conjunction (IC) mainly focused on alphabetic languages, while researchers have poorly understood the IC mechanism of Chinese words as an ideographic writing system. In the present study, we aimed to investigate the dynamic changes of IC effects for Chinese words under different stimulus exposure times and spatial arrangements. We conducted two experiments with a 3 (Condition: IC, non-IC-same, non-IC-different) × 3 (Exposure time: 38 ms, 88 ms, 138 ms) within-subject design. The results showed that in the IC condition, the two characters recombined regardless of exposure time as long as they could form an orthographically correct new word, demonstrating the universality of IC. In non-IC conditions, increasing exposure time decreased response time and significantly reduced error rate, indicating that attention played a decisive role in perceptual processing. The spatial arrangement had no impact on IC production. These findings support the feature confirmation account model, suggesting that attention modulates IC through top-down feature confirmation processes. These data expand an understanding of IC mechanisms, validate the role of attention in feature confirmation, and elucidate the inimitable mechanism of the Chinese word IC influenced by both low-level visual processing and high-level cognitive control.

Adopting Religious Course’s Translation in Colleges and Universities as an Essential part of English as a Foreign Language Syllabus for Enhancing English Language Learning

This study aimed to reveal the role of religious course translation in assisting students to gain professionality in producing well-formed syntactically, terminologically, and semantically English texts. Also, the paper is concerned with reflecting on the importance of including this course as a crucial part of English as a Foreign language syllabus in universities and colleges, explicitly rendering the Holy Quran, Hadiths of the prophet, and general religious texts. The study claimed that religious course translation is an effective tool and approach that helps L2 learners acquire English as a Foreign Language EFL/ESL. The researcher adopted quantitative and qualitative approaches for collecting and analyzing the data. For gathering the data, a questionnaire was conducted among undergraduate EFL/ESL students of level 8 at King Khalid University, Almajardah campus, during the academic year 2023-2024 (1444-1445H). Sixty-two students who studied Religious Course Translation (Eng3-330) in the first and second semesters participated in the study. The majority of the students show positive attitudes toward the effectiveness and appropriateness of the religious course translation as an essential method that helps them to understand some aspects of English as a foreign language, such as correct word order, sentences’ structures, new items of vocabulary, cultural issues, besides the style and genre, all of the mentioned essences helping them in improving their four language skills particularly, their communicative skills. Additionally, the findings confirm the significant role of this course in developing and promoting the students’ overall English language learning, resulting in acquiring English as a Forging Language EL/ESL. The findings of this study will be beneficial for instructors who teach English as a second language and for the syllabi designers.

Pemahaman Makna Kata Bahasa Indonesia Terhadap Mahasiswa NTT Yang Menempuh Pendidikan di Unitomo Surabaya

Often understand the meaning of words and sentences in the everyday world with misunderstandings or mistakes that are considered always true. So that makes the word or the meaning of the Indonesian word itself wrong. Therefore this research is present as a justification for the correct meaning of words in accordance with the rules of the Indonesian language. This research is in the form of a quantitative descriptive research that uses the theory of field work with NTT students who are studying at UNITOMO Surabaya with different study programs. The data used is filling out a questionnaire with the title "Guess the correct Indonesian word questionnaire". overall total of 100 points. Below are examples of words that have been interpreted according to (KBBI) namely recreation, steadfast, imaginative, illegal, rector, julid, auditorium, bazaar, magnificent, and sidewalk. Only 9 words are considered correct according to the rules of the Big Indonesian Dictionary (KBBI). As for 1 question that is considered misguided or wrong in answering it. There are several factors that cause this meaning to be correct, namely (1) looking at the mass media in more detail, (2) listening from friends around (the community), looking at the meaning in the dictionary (3) it is often used as a discussion in the everyday world. Efforts to correct the meaning which is considered to be misguided is the way to answer it by correcting the Indonesian language dictionary and obliging the mass media to find out in more detail the meaning

Effect of traumatic experiences and future threats on executive functioning and verbal fluency amongst Farsi-Dari speaking immigrants, refugees, and asylum seekers

BackgroundImpairments in executive functioning associated with posttraumatic stress disorder (PTSD) may impact the capacity of refugees and asylum seekers. AimsTo examine the association between executive functioning and PTSD with and without prominent future-focused threat (FFT) intrusions at rest and after threat priming. Method66 Farsi and Dari-speaking asylum-seekers, refugees, and immigrants were recruited into 3 groups: High PTSD & FFT Symptoms; High PTS Symptoms; Low PTSD & FFT symptoms. The Category Fluency Test (animals; food; flora) in Farsi was administered at baseline and after two counter-balanced future- and past-focused threat narrative tasks. Results: Higher PTSD and FFT symptom scores was associated with reduced verbal fluency [correct words (PTS p < 0.001; FFT p < 0.007), clustered words (PTS, p < 0.004; FFT p < 0.009) and clusters (PTS p < 0.017; FFT p < 0.009)]. The PTSD group retrieved fewer correct words (17.6, p < 0.009) using fewer clusters (p < 0.008) than the low-symptom group at baseline. It was only after exposure to the narrative task that the FFT group displayed comparable impairment. ConclusionsA subset of displaced persons with future threat symptoms exhibit cognitive impairment when asked to recount narrative details. Future threat may limit capacity to engage in cognitively demanding activities, such as participating in Refugee Status Determination.

ANALYSIS OF SYNTACTIC FIGURES IN THE ENGLISH LANGUAGE

This article analyses the connection between syntax and morphology. It also deals with analysis of syntactic figures in the English language, types of syntactic figures and their analysis. The importance of understanding types and ways of correct connecting words in English syntax.

Smaller and Denser Speech Graphs in Nondemented Patients with Progressive Supranuclear Palsy.

The well-established semantic fluency test measures the ability to produce a sequence of spoken words from a particular category within a limited period of time. Like patients with Parkinson's disease (PD), patients with progressive supranuclear palsy (PSP) tend to produce fewer correct words than age-matched healthy adults. This study further examined the difference between patients with PSP and PD in their semantic fluency performance using a graph theory-based approach. Twenty-nine patients with PSP Richardson's syndrome (PSP-RS), thirty-eight patients with PD, and fifty-one healthy controls (HC) were recruited. All participants completed a standard semantic fluency test (animals). Their verbal responses were recorded, transcripted, and transformed into directed speech graphs. The speech graphs of the PSP-RS group showed higher density, shorter diameter, and shorter average shortest path than those of the PD and HC groups. It indicates that the PSP-RS group produced smaller and denser speech graphs than the PD and HC groups. In the PSP-RS group, moreover, the average shortest paths of the speech graphs correlated with the severity of motor symptoms. This study shows the potential of the graph theory-based approach in distinguishing the semantic fluency performance of nondemented patients with PSP-RS and PD.

Ragam Komunikasi Dakwah bi Al-Lisan dalam Perspektif Al-Qur’an

This article aims to explore the various forms of communication of da'wah bi al-Lisān in the Koran. This article is based on a literature review or library research, using qualitative methods. The analytical approach used is content analysis and is described using descriptive analysis methods. The research results show that there are five types of bi al-Lisān da'wah communication contained in the Al-Qur'an. The five types of da'wah communication are communicating with correct words (qaulan sadīdan), communicating with eloquent words (qaulan balīghan), communicating with noble words (qaulan karīman), communicating with easy words (qaulan maisūran) and communicating with good words. gentle (qaulan layyinan). All of these communication patterns can be implemented in everyday communication according to the context, conditions and interlocutor. This research is limited to studying various types of communication from an Al-Qur'an perspective, so future research needs to perfect this study by discussing effective communication in an educational environment from an Al-Qur'an perspective through more comprehensive methods and approaches.

Speechnotes y el mejoramiento de la pronunciación del idioma inglés

Introducción One of the most difficult problems students deal with is how to improve and correct their pronunciation mistakes. In that sense, Speechnotes is an application created by Wellsource in 2018. Therefore, learners and the general public can have access to this application by downloading it in their mobile phones. This tool is an online speech recognition notepad that allows people to dictate any word or sentences resulting text immediately. Students worked with this app to later state whether this tool helped them recognize what they say by pronouncing words and sentences and the way it supported them to overcome their pronunciation issues. This research work aims to describe the dimensions and phases of the Speechnotes app, as well as identifying the benefits of this app for the improvement of the English language pronunciation. After the pandemic of covid-19, it has been demonstrated that learners have used different free online tools in order to overcome some problems when learning the target language, so Speechnotes is the app that supports learners tackling their pronunciation mistakes. Objetivos To describe the dimensions and phases of the Speechnotes application. Método This work was a descriptive research that was developed with a survey which was used and applied to 73 students. Thus, it was focused and divided into two sections considering two main research questions: 1.- What are the dimensions and phases of the Speechnotes application? which contained 10 items. 2.-To what extend does Speechnotes application benefit the English pronunciation? containing 8 questions. The Likert scale through the whole survey and the coefficient Cronbach’s Alpha were used to gather data and validate it respectively. The result of the Cronbach’s Alpha resulted in 0,856 that means the instrument was reliable. The data and results obtained were analyzed by the SPSS statistical software and described to determine the perspectives and opinions from the participants. It consisted of collecting the data from the survey and describe the real information that students completed according to their own experiences and knowledge (Groves et al., 2011). Principales resultados The results showed that learners consider the dimensions and phases of the Speechnotes application that stand out the most are the accessibility because they agreed on that they have free access without any registration. This aspect allows students to work freely with the application. Consecutively, the application adapts to the students’ voice while they are speaking. It indicates that the application adjusts the voice of a new speaker and recognizes the words easily. Moreover, related to the phases of the application, when the students practice their pronunciation by saying different words, dialogues, etc. The application writes them into a text belongs to the speech recognition phase. Meanwhile, when they mispronounce a word, the app writes another word instead. corresponds to the error diagnosis phase which if there is an inaccurate pronunciation, the software will not write the correct phrase. In this way, when the app does not write the word the students pronounced, they practice until the correct word is written. The feedback presentation phase was also done when learners asked their professors for assistance to know the sort of mistakes they were making in order to overcome those issues. Conclusiones Firstly, it was possible to identify how Speechnotes benefits students due to the fact that it promotes concentration on the individual learning challenges and brings an effective and stress-free environment with motivation as it encourages students to state their points of view according to their preferences through Speechnotes. Secondly, the application allows the practice of segmental and suprasegmental features, and it promotes the improvement of pronunciation and speaking skills in some way. Last but not least, it assists students to develop their oral communication abilities because it could be an effective means of teaching and learning English pronunciation. Speechnotes promotes autonomy in L2 learners because they prefer to perform the pronunciation activities on their own.

The Effect of Using Autocorrection on Improving Typing Skills for Female Students with Mild Intellectual Disabilities

This study aimed to identify the effect of the using autocorrection to improve typing skill for students with intellectual disabilities in the transition program. The sample of the study include four students with intellectual disabilities, who enrolled in the after-school day care program, whose ages range from (21-25) years, where they taught typing skills by applying autocorrection option on the (Microsoft Word) program. Using single subject design (multiple baseline design across participants), the results showed that all students improve their typing skills on three measures: total number of correct words, accuracy, and error rates. Keywords: autocorrection, computer printing, students with intellectual disabilities

Statistical Information Affects Spoken Word Recognition of Tone Languages in Stutterers: Evidence From an Auditory-Perceptual Gating Study.

Previous studies have shown that individuals who stutter exhibit abnormal speech perception in addition to disfluent production as compared with their nonstuttering peers. This study investigated whether adult Chinese-speaking stutterers are still able to use knowledge of statistical regularities embedded in their native language to recognize spoken words and, if so, how much acoustic information is needed to trigger this information. Seventeen stutterers and 20 typical, nonstuttering controls participated in a gating experiment. All participants listened to monosyllabic words that consisted of syllables and lexical tones and were segmented into eight successive gates. These words differed in syllable token frequency and syllable-tone co-occurrence probability in line with a Chinese spoken word corpus. The correct syllable-only, correct tone-only, correct syllable-tone word, and correct syllable-incorrect tone responses were analyzed between the two groups using mixed-effects models. Stutterers were less accurate overall than controls, with fewer correct syllables, tones, and their combination as words. However, stutterers showed consistent and reliable perceptual patterns triggered by statistical information of speech, as reflected by more accurate responses to high-frequency syllables, high-probability tones, and tone errors all in manners similar to those of nonstuttering controls. Stutterers' atypical speech perception is not due to a lack of statistical learning. Stutterers were able to perceive spoken words with phonological tones based on statistical regularities embedded in their native speech. This finding echoes previous production studies of stuttering and lends some support for a link between perception and production. Implications of pathological, diagnostic, and therapeutic conditions of stuttering are discussed.

USING CONTEXT CLUES OF NARRATIVE STRUCTURE TO IMPROVE THE STUDENTS VOCABULARY MASTERY

This study aimed at finding out the influence of Using Context Clues of Narrative Structure to the Students Vocabulary Mastery of class VII A SMPN 1 Tombolopao. The method of this research was Pre-Experimental research. Data of the research were collected through Context Clue test (Pre-Test and Post-Test). The sample of this research was the VII A Class students of SMPN 1 Tombolopao. The sample was taken by using purposive sampling technique. Based on the results researcher found that context clue gave positive experience and effect in mastering the vocabulary. Result of research was found by the writer in context clue test from students. commonly described that context clue gave positive experience and effect in mastering the vocabulary. Students were able to put the correct word and get new knowledge in using vocabulary. The English teacher also gave supportive explanation about how this strategy implemented in her class, even there was still gap in teaching method when this strategy implemented in the classroom, but at least it gave them advantages in vocabulary learning. In observation the writer found commonly showed good category when context clue strategy. It gave improvement in teaching and learning activity in English class. Student seen to be attractive, gave participation and asking more often in the classroom as same as their vocabulary understanding.

Development and Standardization of Low-Verbal Material for Assessment of Central Auditory Processing in Arabic Language

Development and Standardization of Low-Verbal Material for Assessment of Central Auditory Processing in Arabic Language

Context-dependent memory recall in HMD-based immersive virtual environments.

The article introduces an original VR-based experiment which explores context-dependent memory recall in humans. It specifically examines the recall of correct and falsely induced semantic memories. With the aid of VR head-mounted displays, 92 students of psychology were placed in a computer-generated indoor virtual environment and asked to memorize the presented lists of words. Afterwards, the participants were placed in the same indoor virtual environment or an alternative outdoor virtual environment and asked to recall the words. The number of correct and falsely induced words was then measured. On average, women recalled significantly more correct words from the list than men, regardless of the environmental context. Despite the assumptions, we did not observe a separate effect of exposure to different environments during learning and recall of material on memory performance. Likewise, we did not detect any effects of the learning context or biological sex in the case of the production of false memories. These results provide a novel insight into previous knowledge regarding the memory processes that occur in virtual environments. Although we failed to confirm the role of context in recalling learned material in general, we found a hint that this context might interact with specific memory processes of biological sexes. However, the design of this study only captured the effect of changing the environment during memory recall and did not address the role of specific context in remembering learning material. Further research is therefore needed to better investigate these phenomena and examine the role of biological sex in context-dependent memory processes.