Inferential Understanding Research Articles

The effect of temporal context on memory for art

Although considerable research has been done on memory for temporal information, as well as on the relationship between context and cognition, not much is known about the influence of temporal context on memory formation and retention. In this study, given that our sample comes from a largely Roman Catholic population, we used religious practices that occur throughout the calendar year to operationalize temporal context into two religious seasons (Lent and Ordinary Time). In addition, we used religious art to assess experience and memory as a function of whether there was temporal congruity or incongruity. This allowed us to explore different levels of memory representation; namely, memory for perceptual details of the art, memory for more inferential understanding of the art, and autobiographical memory for the initial experience of the art. Participants viewed 22 representational and abstract artworks during either Lent or Ordinary Time. After viewing, memory was tested at immediate, 1-day, and 7-day delays. We expected that the congruent temporal context (i.e., Lent) would lead to more activated semantic knowledge, which would then aid memory encoding and retention. This was the case only for perceptual details of the art. In addition, during Lent, forgetting followed a more linear pattern. These results suggest that priming semantic knowledge through temporal context leads encoding to focus on low-level information, as opposed to the processing of more complex information. Overall, these findings suggest that temporal context can influence cognition, but to a limited extent.

읽기 동기 수준에 따른 고등학생의 추론적 이해의 차이

Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the reading efficacy factor showed the highest correlation with inferential comprehension. A difference of about 0.51 was confirmed when calculating the effect size for inferential understanding between a group with high reading motivation and a group with low reading motivation. Second, the correlation between reading motivation and inferential comprehension was high in both the high and low reading motivation groups. Third, when calculated by the effect size, a difference of about 0.19 was confirmed in the inferential comprehension by gender of the group with high motivation to read, but a difference of about .01 was confirmed in the inferential comprehension by gender in the group with low motivation to read. Conclusions First, it is necessary to consider reading motivation when teaching reasoning comprehension, and it is necessary to check reading motivation in advance and design teaching and learning considering it when teaching reasoning comprehension targeting students with low reading motivation. Second, when teaching literature subjects that mainly deal with narrative texts, it is necessary to check students' reading motivation and consider it, and the use of narrative texts can be effective when teaching inferential understanding. Third, if female students are expected to have a higher level of inferential understanding than male students, and instruction in reading may not achieve the intended educational effect.

The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability

In this study, the researchers explored the role of the metacognition component on reading comprehension ability and the role of reading comprehension ability in predicting the level of accuracy of metacomprehension. The first stage of research used experimental research to see the effect of inferential ability and metacognition on the reading comprehension ability. The second stage of research using the correlational method is used to study the relationship between the independent and dependent variables. This study involved 300 primary school students from 10 schools with a composition of 200 students involved in the first phase of research and 100 students involved in the second phase of research. Samples were taken randomly. The results show that the individual's reading comprehension ability can predict the level of metacomprehension accuracy. Metacognitive strategies that are carried out through planning, monitoring and evaluation have a significant impact on students' reading comprehension skills. Inferential-based questions have a significant impact on the accuracy of metacomprehension. In addition, the metacognitive component (metacomprehension), and inferential ability can improve students' reading comprehension skills, especially increasing inferential understanding. The implication of this research is that teachers can consider these aspects as well as optimise the role of these variables to enhance students' reading comprehension skills.

텍스트 유형에 따른 고등학생의 추론적 이해 차이

Objectives The purpose of this study is to identify the level of inferential comprehension of high school students and to explore the points to be considered for effective reading instruction and rational evaluation based on this. Methods The level of inferential comprehension of 580 high school students enrolled in general high schools in Seoul, Incheon, Gwangju, Ulsan, Gyeonggi, and Gangwon-do was measured by using 40 optional items that can measure inferential comprehension as a test tool. For the response results, descriptive statistics were checked using Google's colab, and t-test and ANOVA were performed to analyze whether there was a difference in inferential understanding by gender and grade. Results First, the inferential understanding of the narrative text was significantly higher than that of the explanatory text. However, the difference between connection reasoning and elaboration reasoning was not confirmed. Second, a sub-factor of inferential understanding that was greatly affected by text type was causal reasoning. Third, inferential comprehension of narrative text was significantly higher in female students than in male students, but there was no gender difference in inferential understanding of explanatory text. Fourth, differences by grade were confirmed in both narrative text and explanatory text. A significant difference was not confirmed between the first and second grades, but a significant difference was confirmed between the first and third grades and between the second and third grades. Conclusions The educational implications of this study are as follows. First, it is required to consider the text type when evaluating inferential reading instruction and inferential comprehension in high school. Second, educational consideration is required for grade assignment in reading subjects in that inferential comprehension significantly develops in the third year of high school. Third, it is necessary to pay educational attention to the sub-factors of inferential understanding, which showed a relatively low level by text type.

Predicting Terrorism in Europe with Remote Sensing, Spatial Statistics, and Machine Learning

This study predicts the presence or absence of terrorism in Europe on a previously unexplored spatial scale. Dependent variables consist of satellite imagery and socio-environmental data. Five machine learning models were evaluated over the following binary classification problem: the presence or absence of historical attacks within hexagonal-grid cells of 25 square kilometers. Four spatial statistics were conducted to assess the validity of the results and improve our inferential understanding of spatial processes among terror attacks. This analysis resulted in a Random Forest model that achieves 0.99 accuracy in predicting the presence or absence of terrorism at a spatial resolution of approximately 5 km. The results were validated by robust F1 and average precision scores of 0.96 and 0.97, respectively. Additionally, statistical analysis revealed spatial differences between separatists and all other terrorist types. This work concludes that remote sensing, machine learning, and spatial techniques are important and valuable methods for providing insight into terrorist activity and behavior.

Do we measure or compute polygenic risk scores? Why language matters.

Here, we argue that polygenic risk scores (PRSs) are different epistemic objects as compared to other biomarkers such as blood pressure or sodium level. While the latter two may be subject to variation, measured inaccurately or interpreted in various ways, blood flow has pressure and sodium is available in a concentration that can be quantified and visualised. In stark contrast, PRSs are calculated, compiled or constructed through the statistical assemblage of genetic variants. How researchers frame and name PRSs has consequences for how we interpret and value their results. We distinguish between the tangible and inferential understanding of PRS and the corresponding languages of measurement and computation, respectively. The conflation of these frames obscures important questions we need to ask: what PRS seeks to represent, whether current ways of 'doing PRS' are optimal and responsible, and upon what we base the credibility of PRS-based knowledge claims.

Determinantal Point Processes in Randomized Numerical Linear Algebra

Randomized Numerical Linear Algebra (RandNLA) uses randomness to develop improved algorithms for matrix problems that arise in scientific computing, data science, machine learning, etc. Determinantal Point Processes (DPPs), a seemingly unrelated topic in pure and applied mathematics, is a class of stochastic point processes with probability distribution characterized by sub-determinants of a kernel matrix. Recent work has uncovered deep and fruitful connections between DPPs and RandNLA which lead to new guarantees and improved algorithms that are of interest to both areas. We provide an overview of this exciting new line of research, including brief introductions to RandNLA and DPPs, as well as applications of DPPs to classical linear algebra tasks such as least squares regression, low-rank approximation and the Nystrom method. For example, random sampling with a DPP leads to new kinds of unbiased estimators for least squares, enabling more refined statistical and inferential understanding of these algorithms; a DPP is, in some sense, an optimal randomized algorithm for the Nystrom method; and a RandNLA technique called leverage score sampling can be derived as the marginal distribution of a DPP. We also discuss recent algorithmic developments, illustrating that, while not quite as efficient as standard RandNLA techniques, DPP-based algorithms are only moderately more expensive.

Teaching people to read comics: the impact of a visual literacy intervention on comprehension of educational comics

ABSTRACT Evidence suggests that children’s abilities to comprehend information can vary, which may lead to miscommunication and impact on future life outcomes. Previous research suggests that visual literacy interventions may be helpful for children who need to interpret visual sources of information. Recently there has been renewed interest in the potential of comics as assistive tools in pedagogical settings, which are a highly visual medium. However, no research has yet investigated whether a visual literacy intervention can assist children in their comprehension of comics. The current experiment set out to determine if a visual literacy intervention constructed around comics would improve comprehension of educational comics in primary school children. The study consisted of a pre- and post-intervention procedure. Previous comic reading experience was included as a variable. In each session, comprehension and inferential understanding was assessed. Both comprehension and inferential understanding improved following the comics literacy intervention. These results demonstrate that visual literacy instruction can enhance comprehension of educational comics. Findings can be applied to educational settings and have the potential for improving educational outcomes.

Concepções docentes sobre os fatores e processos que envolvem a compreensão leitora

Foram investigadas as concepções que subjazem as práticas docentes utilizadas para desenvolver a competência leitora, por meio de questionário aplicado a 15 professores (4º ano do Ensino Fundamental), de 10 escolas (Curitiba-PR). Questões com base nas dimensões social, linguística e cognitiva da leitura, e nos fatores necessários à compreensão (texto, leitor e contexto), foram formuladas. As respostas obtidas revelaram pouca clareza quanto aos conteúdos e conceitos relativos à dimensão cognitiva da leitura, o que, em tese, limita a utilização de efetivas propostas de ensino da compreensão leitora. O relato dos encaminhamentos pedagógicos mostra uma centralidade nas informações explícitas nos textos, indicando fragilidade na promoção de habilidades que podem facilitar a compreensão inferencial e a leitura crítica. Fundamentandose na análise da operacionalização do ensino da leitura, conclui-se pela necessidade de reformulação das propostas pedagógicas de forma a promover a capacidade de reflexão e de controle deliberado do leitor na construção da sua compreensão.

How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?

This paper presents the second phase of a larger research program with the purpose of exploring the possible consequences of a gap between what is done in the classroom regarding mathematical word problem solving and what research shows to be effective in this particular field of study. Data from the first phase of our study on teachers’ self-proclaimed practices showed that one-third of elementary teachers from the region of Quebec require their students to follow a specific sequential problem-solving method, known as the ‘what I know, what I look for’ method. These results led us to hypothesize that the observed gap may have an impact on students’ comprehension of mathematical word problems. The use of this particular method was the foundation for us to study, in the second phase, the effect of the imposition of this sequential method on students’ literal and inferential understanding of word problems. A total of 278 fourth graders (9–10 years old) solved mathematical word problems followed by a test to assess their understanding of the word problems they had just solved. The results suggest that the use of this problem solving method does not seem to improve or impair students’ understanding. From a more fundamental point of view, our study led us to the conclusion that the way word problem solving is addressed in the mathematics classroom, through sequential and inflexible methods, does not help students develop their word problem solving competence.

Analysis of Water Coupling in Inelastic Neutron Spectra of Uranyl Fluoride

Inelastic neutron scattering (INS) is uniquely sensitive to hydrogen due to its comparatively large thermal neutron scattering cross-section (82 b). Consequently, the inclusion of water in real samples presents significant challenges to INS data analysis due directly to the scattering strength of hydrogen. Here, we investigate uranyl fluoride (UO2F2) with inelastic neutron scattering. UO2F2 is the hydrolysis product of uranium hexafluoride (UF6), and is a hygroscopic, uranyl-ion containing particulate. Raman spectral signatures are commonly used for inferential understanding of the chemical environment for the uranyl ion in UO2F2, but no direct measurement of the influence of absorbed water molecules on the overall lattice dynamics has been performed until now. To deconvolute the influence of waters on the observed INS spectra, we use density functional theory with full spectral modeling to separate lattice motion from water coupling. In particular, we present a careful and novel analysis of the Q-dependent Debye–Waller factor, allowing us to separate spectral contributions by mass, which reveals preferential water coupling to the uranyl stretching vibrations. Coupled with the detailed partial phonon densities of states calculated via DFT, we infer the probable adsorption locations of interlayer waters. We explain that a common spectral feature in Raman spectra of uranyl fluoride originates from the interaction of water molecules with the uranyl ion based on this analysis. The Debye–Waller analysis is applicable to all INS spectra and could be used to identify light element contributions in other systems.

Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review.

Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K–12 was conducted. Results showed that inference instruction was effective for increasing students’ general comprehension, d = 0.58, inferential comprehension, d = 0.68, and literal comprehension, d = 0.28. Although skilled and less skilled readers responded similarly on general and inference outcomes, less skilled readers benefited more on literal outcomes, d = 0.97, than skilled readers, d = 0.06. Findings suggest that students can increase their inference ability and that less skilled readers gain the extra benefit of increases in literal comprehension. Findings also suggest that instruction provided in small groups is beneficial for increasing readers’ inferential understanding of text. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Narcissism or Facts?

This essay asks whether a pragmatist philosophy of history can make sense of the notion of historical facts. It is tempting to think it cannot, since pragmatists insist, as James puts it, that the trail of the human serpent is over everything. Facts, by contrast, are typically thought of as something untouched by the human serpent, something impervious to what we think and do. I argue, however, that there is a way of understanding facts that is perfectly at home in pragmatist philosophy of history. Drawing on work by Robert Brandom, I propose that facts be interpreted inferentially. On this view, to call something a fact, or to say that the facts make my beliefs true, is simply a shorthand way of saying that a particular sort of relationship exists among certain sentences. I further show that this inferential understanding of facts is fully compatible with the distinctive features of historical inquiry. In particular, it is compatible with history’s irreducibly narrative character, and with the way different narratives can reveal radically different facts. Finally, I use this account of historical facts to respond to a classic criticism of pragmatism: the charge that pragmatism is narcissistic. I argue that pragmatism is narcissistic in only the minimal sense that it cannot countenance theory-neutral givens. But pragmatists can happily grant that there is more to truth than consensus, and that our claims are answerable to facts that everyone can get wrong.

An Assessment on Factors Affecting Student –Teachers’ Inferential Understanding in Reading Comprehension Practice: The Case of GilgelBeles College of Teacher Education, BenishangualGumuz Region

This study aimed to assess, identify and analyze factors affecting student-teachers’ inferential understanding in the reading comprehension practices in the English department of GilgelBeles College of teachers Education in BenishangulGumuz Regional State. It attempted to answer the following basic questions: - what factors influence inferential understanding,and how they influence inferential understanding. In order to achieve the objectives, a sample population is taken from the student-teachers and all three English language teachers in the department. Data collection instruments included questionnaire, interview and classroom observation. The collected data was analyzed quantitatively for close ended questions and qualitatively for open-ended questions, interviews and classroom observations. The study reveals that the main impediments that hinder student-teachers’ inferential understanding while practicing for reading comprehension are lack of regular practice, poor high school background knowledge , the physical environment ( high temperature) , lack of motivation, large class size and lack of teacher commitment in supporting students, loss of attention towards implied meanings and problem of using reading strategies effectively. The studies also indicate that, student –teachers need to develop their motivation and to practice reading activities more frequently. Furthermore, teachers need to commit to providing their students with more practice making use of authentic materials. In addition, installing fans in college classrooms would improve learning conditions and building more classrooms would help limit the number of students in a class. Int. J. Soc. Sc. Manage. Vol. 4, Issue-2: 148-153

Reading with pictures for inferential understanding: Strategies for adolescent learners with dyslexia

Reading with pictures for inferential understanding: Strategies for adolescent learners with dyslexia

INFERENCES IN ADVERTISEMENTS: EXEMPLIFYING WITH RELEVANCE THEORY

Ever since Sperber and Wilson presented their theory of relevance, a lot of work has been done to corroborate or to refute it as the best available communication theory. What is known is that throughout the years not only linguists but cognitive theorists in general have applied the principles of Relevance theory to explain different phenomena concerning aspects of human communication. Our paper is no different. It discusses the possibilities of analysing advertisements with verbal and visual elements through relevance theory, specifically in terms of what triggers inferential comprehension in such pieces. The three pieces analysed do not engage in selling marketing products, but they sell ideas that become ostensive by means of merging visual and linguistic inputs to inferential understanding of what they mean.

ESAP Students’ Comprehension of Multiple Technical Reading Texts: Insights from Personal Epistemological Beliefs

Given the importance associated with multiple-document literacy in the present-day knowledge societies and the dearth of research in English Language Teaching in general and English for Specific/Academic Purposes (ESAP) contexts in particular on multiple-document comprehension and the significance of reader beliefs in this type of comprehension, the present study was carried out with the aim of investigating the relationship between ESAP students’ personal epistemological beliefs and their inferential intratextual and intertextual understanding of multiple texts. To this aim, 64 first-semester midwifery students were selected as the participants of the study. They were required to read four passages on multi-fetal pregnancy which discussed different aspects of this phenomenon. Having filled out the Epistemological Beliefs Inventory, they were tested on the inferential intratextual and intertextual comprehension of the texts. Results of the analyses of the data revealed significant associations between epistemological beliefs and the inferential comprehension of multiple texts. The results also indicated the poorer performance of the participants in intertextual inferential understanding of the texts compared with the intratextual understanding of them. The study concludes with tentative implication of the findings for ESAP reading courses.

BASES PARA LA COMPRENSIÓN ORGANIZATIVA DEL TEXTO

During the complex process of text reading or analysis, readers must apply their knowledge and strategic capacity in order to reach the maximum degree of textual understanding or inferential understanding. There are a number of factors which may constitute an obstacle to the achievement of this goal, including a lack of knowledge with regard to the specialised nature of the text or to textual structures. This paper focuses on the knowledge of these structures and their relevance in order to achieve good organizational understanding as a basis for inferential understanding. The methodology proposed consists mainly of guided reading based on global and partial text models and text organisation outlines which, through practice, become tools to help readers understand and recall what they have read.

Embodied Competence and Generic Skill: The emergence of inferential understanding

Embodied Competence and Generic Skill: The emergence of inferential understanding

The Process, Pitfalls and Benefits of Implementing a Reciprocal Teaching Intervention to Improve the Reading Comprehension of a Group of Year 6 Pupils

The comprehension skills of junior-age children are not familiar territory for many educational psychologists. While many of the profession are associated with interventions to improve children's word-attack skills, whether reading or spelling, interventions to improve comprehension skills are little written about. This paper describes the Reciprocal Teaching Method (Palincsar, 1982; Palincsar & Brown, 1984) that has been positively evaluated as a means of developing children's comprehension skills. Its theoretical underpinnings are described and critiqued. The literature on comprehension skills training methods is surveyed and Reciprocal Teaching is critiqued against other research. The author describes her use of this intervention within the framework of the Literacy Hour to promote the use of strategies that allow children to enhance their inferential understanding at the text level, at the sentence level and at the individual word level. The approach also promotes children's independence by allowing them to follow the teacher's example and gradually adopt the teacher's role and style of questioning. Literature on consultation is also drawn on to describe the process of putting this intervention into place. The implications for the educational psychologist as an agent of change or consultant are discussed, as well as the implications for future research. This paper attempts to help the practitioner wishing to implement an intervention using the Reciprocal Teaching method to consider the processes, the potential pitfalls and the benefits of such an intervention.