Vocabulary Words Research Articles

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

Automated urban landscape design: an AI-driven model for emotion-based layout generation and appraisal

The evolution of a city is significantly shaped by the design of its urban landscape. The advancement of artificial intelligence has substantially increased convenience for individuals. This research proposes an urban landscape layout model powered by artificial intelligence that automatically generates urban landscape design based on deep learning (URDDL) with two dimensions: emotional tendency and urban landscape appraisal. The input image represents land use and surrounding road conditions, while the output image depicts the selection of the main entrance and the internal spatial function layout. The Pix2Pix model is trained to learn the internal function layout based on varying land use and road conditions. Additionally, a domain-specific dictionary is constructed using an existing semantic resource vocabulary, where positive and negative sentiment words are compared with their corresponding sentiment values, focusing on categories such as Stimulate, Sense, and Action. Experimental results indicate that the absolute average error of the URDDL model is 91.31%, with a maximum error of 96.87%. The degree of fit is highly appropriate for evaluating the emotional prediction of urban landscapes. The findings demonstrate that the URDDL model outperforms traditional design methods regarding generated results, suggesting its potential for future applications in automated landscape design.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Relationship Between Gestures and Vocabulary in 14-Month-Old Swedish-Learning Children.

In this study, the relationship between gestures and vocabulary size in 177 Swedish-learning 14-month-old children was examined. Gesture use, receptive, and expressive vocabulary were reported by caregivers with the Swedish version of the MacArthur Bates Communicative Developmental Inventory, words and gestures, SECDI-1. Gesture types examined were referential gestures classified as either deictic gestures, conventional gestures, and object actions. A fine-grained analysis of gestures and lexicon was performed. Results show that percentage of gestures used by children significantly predicts percentage of words in their receptive vocabulary. However, looking at gesture type, only use of object actions significantly predicts percentage of words in the receptive vocabulary whereas use of conventional gestures does not. Deictic gestures showed a ceiling effect and were therefore not further used for analysis. The relationship between gesture use and vocabulary size was not impacted by semantic category (food or clothes). Vocabulary in both semantic categories was statistically predicted by object actions in only one semantic category.

The Influence of Word Characteristics on Preschoolers' Vocabulary Learning

Purpose: One challenge to the design and delivery of effective vocabulary intervention is the selection of vocabulary targets. The purpose of this study was to examine the relation of word characteristics to vocabulary learning from explicit vocabulary intervention. Method: This study was a secondary analysis of data from two recent efficacy studies of an explicit vocabulary intervention delivered to preschool children ( Story Friends ). Taught vocabulary words were coded for concreteness, imageability, and shape using the perceptual accessibility continuum. Results: Multilevel modeling indicated that perceptual accessibility predicted vocabulary learning. Of the perceptual accessibility components, concreteness and imageability contributed significantly to the model, but shape did not. Higher vocabulary learning was observed for words rated more perceptually accessible. Conclusions: Preschool children's vocabulary learning was predicted by perceptual accessibility characteristics of taught words. Findings contribute to the body of evidence to guide the selection and sequencing of vocabulary targets for effective vocabulary intervention. Supplemental Material: https://doi.org/10.23641/asha.27183684

The Effects of a Science Vocabulary Intervention on Children’s Oral Language Development

This study investigated the effects of a shared reading and guided play vocabulary intervention on the science vocabulary acquisition of children who were at risk for oral language difficulties. Fifty-five children from five preschool programs participated in a 15-day science vocabulary intervention. Children randomly assigned to the treatment group (n = 29) received explicit science vocabulary instruction through shared readings of informational science books and follow-up scientific investigations. Children in the business-as-usual group (n = 26) received typical instruction from their classroom teacher. Vocabulary knowledge was measured at pre- and posttest using two standardized vocabulary assessments and one researcher-developed science vocabulary test. Results of the researcher-developed test showed that the treatment group significantly outperformed the BAU group on explicitly taught science vocabulary words (p < 0.001). No significant differences were found between the two groups on measures of general vocabulary knowledge. Limitations and practical implications of this study are discussed.

Understanding perceptions of unfamiliar drinks using natural language in simulated drinking contexts

How do people make sense of new foods and beverages? Hop water is a recent example of a novel beverage category, advertised as either an alcohol-free, zero-calorie beer alternative or a more “natural” alternative to flavored seltzers. This study aimed to understand what individual or contextual factors may cause consumers to perceive hop water as more beer-like or more seltzer-like. Participants (43 regular seltzer-drinkers, 41 regular beer-drinkers, 45 people who regularly drink beer and seltzer, and 68 people who do not regularly drink either) tasted three commercially-available hop waters in one of three drinking contexts (apartment garden, outdoor bar, or office breakroom) simulated using 360° video projection. A series of open-ended questions elicited descriptions of product perception, similar products, and potential drivers of (dis)liking.Parallel to this, we analyzed descriptions of typical beers, seltzers, and other drink categories from 518 online survey responses with Correspondence Analysis to define a Beverage Category Space. This allowed us to calculate beer-likeness and seltzer-likeness scores for common vocabulary words. The descriptions given during immersive tasting were projected into the Beverage Category Space as supplemental variables to determine their beer-likeness and seltzer-likeness. In the bar, participants more often compared the drinks to beer, while in the breakroom, participants focused more on carbonation. Regular beer-drinkers described the products as less beer-like than regular seltzer-drinkers. These findings suggest that consumers tasting unfamiliar products may assimilate expectations cued by eating or drinking context, but experience contrast effects from expectations based on similar familiar products.

Implementation of Raita Algorithm in Manado-Indonesia Translation Application with Text Suggestion Using Levenshtein Distance Algorithm

Abstract. Manado City is one of the multidimensional and multicultural cities, possessing assets that are considered highly potential for development into tourism and development attractions. The current tourism assets being developed by the Manado City government are cultural tourism, as they hold a charm and allure for tourists. Hence, a communication tool in the form of a translation application is necessary for facilitating communication between visiting tourists and the native community of North Sulawesi, even for newcomers who intend to reside in North Sulawesi, given that the Manado language serves as the primary communication tool within the community. This research employs a combination of the Raita algorithm and the Levenshtein distance algorithm in its creation process, along with the confusion matrix method to calculate the accuracy of translation results using the Levenshtein distance algorithm with a text suggestion feature. The research begins by collecting a dataset consisting of Manado language vocabulary and their translations in Indonesia language, sourced from literature studies and original respondents from North Sulawesi, which have been validated by a validator to prevent translation data errors. The subsequent stage involves preprocessing the dataset, converting the entire content of the dataset to lowercase using the case folding process, and removing spaces at the start and end of texts using the trim function. Next, both algorithms are implemented, with the Raita algorithm serving for translation and the Levenshtein distance algorithm providing text suggestions for typing errors during the translation process. The accuracy results derived from the confusion matrix calculations during the translation process of 100 vocabulary words, accounting for typing errors, indicate that the Levenshtein distance algorithm is capable of effectively translating vocabulary accurately and correctly, even in the presence of typing errors, resulting in a high accuracy rate of 94,17%. Purpose: To determine the implementation of the Levenshtein distance and Raita algorithms in the process of using the Manado-Indonesian translation application, as well as the resulting accuracy level. Methods/Study design/approach: In this study, a combination of the Raita and Levenshtein distance algorithms is utilized in the translation application system, along with the confusion matrix method to calculate accuracy. Result/Findings: The accuracy achieved in the translation process using text suggestions from the Levenshtein distance algorithm is 94.17%. Novelty/Originality/Value: This research demonstrates that the combination of the Raita and Levenshtein distance algorithms yields optimal results in the vocabulary translation process and provides accurate outcomes from the use of effective text suggestions. This is attributed to the fact that nearly all the data used was successfully translated by the system, even in the presence of typographical errors.

Socioeconomic Deprivation Detrimentally Influences Language Outcomes in Toddlers With Cleft Palate.

The purpose of this study was to examine the influence of socioeconomic deprivation on language and developmental outcomes in toddlers with cleft palate with or without cleft lip (CP ± L). Other factors known to influence language outcomes were also considered, including home language history, history of hearing problems, syndromic diagnoses, and sex. A multicenter, cross-sectional study design was conducted. Data for 566 16-month-old toddlers with CP ± L were collected from 17 outpatient cleft palate clinics located throughout the United States. Outcome measures included the MacArthur-Bates Communicative Development Inventories, LENA Developmental Snapshot, age at first word as reported by the caregiver, and the Ages and Stages Questionnaires-Third Edition (ASQ-3). Multivariable linear or logistic regression was used to determine the influence of socioeconomic deprivation, as measured by the Area Deprivation Index, on language and developmental outcomes. Greater socioeconomic deprivation significantly predicted poorer language outcomes in toddlers with CP ± L, including receptive vocabulary words (p = .02), expressive vocabulary words (p = .02), and late-developing gestures (p = .02). Additionally, toddlers from less affluent neighborhoods produced their first words significantly later than their counterparts living in more affluent areas (p < .01). Lower maternal education levels predicted significantly increased risk for problem solving delays (p < .01), and patients with subsidized insurance were at significantly increased risk for personal-social delays on the ASQ-3 (p < .01). Children with CP ± L are susceptible to developmental delays associated with socioeconomic deprivation. These findings have implications for identifying a child's individual risk factors for developmental language disorders when conducting speech-language assessments. Future study should examine how inequities in care can be mitigated and addressed.

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder.

The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area.

Assessment of Respiratory Health Implications of Vaping: A Systematic Review of Toxicity Mechanisms and Adverse Effects of Electronic Nicotine Delivery Systems.

E-cigarettes are thought to aid in tobacco smoking cessation, but there are concerns about their overall effectiveness and safety for the general population, particularly adults. This review aims to investigate the mechanisms of toxicity and adverse effects of e-cigarettes on the respiratory system, comparing these effects with those of conventional smoking. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Searches were performed on PubMed, Embase, and the Cochrane Library using keywords, controlled vocabulary, and text words, with the following criteria: studies published in English from 2014 to 2024, open access, peer-reviewed, and full-text availability. Study selection, quality assessment, and data extraction were carried out by two independent reviewers. The Cochrane Risk of Bias 2.0 tool was used to evaluate the risk of bias in included randomized controlled trials, and the Grading of Recommendations Assessment, Development and Evaluation (GRADE) tool was employed to assess the strength of evidence and determine its generalizability. Electronic nicotine delivery systems (ENDS) have diverse mechanisms of toxicity, including inflammation, hypoxia, cardiovascular stress, and metabolic changes. Reported adverse effects include cough, throat irritation, nausea, and hemodynamic changes. However, ENDS are associated with fewer risks compared to conventional cigarette smoking. ENDS users experience fewer respiratory and cardiovascular issues and have lower levels of biomarkers such as NNAL and CO compared to traditional smokers. Additionally, ENDS are more effective than nicotine replacement therapy (nicotine patches) for smoking cessation, particularly in pregnant women. The side effects of ENDS and nicotine-free vaping are similar to those of conventional smoking in pregnant women, with the exception of a lower birth weight among newborns exposed to ENDS (p < 0.05). ENDS present a complex balance of benefits and risks regarding respiratory health. While there are adverse effects, ENDS are considered less detrimental than conventional smoking and a viable option for smoking cessation. Longitudinal studies are needed to evaluate their safety with long-term use (>16 weeks). Policymakers and health practitioners should use these findings to develop balanced public health policies that weigh the benefits of ENDS against potential health risks, enabling informed decision-making for users.

The language teacher’s sidekick: harnessing comics to motivate learners

ABSTRACT Comics have historically been looked down upon, particularly as instruments of learning and instruction. The general emphasis, even in the context of second and foreign language (L2) instruction, is usually placed upon more traditional novels and other works of fiction lacking in any visual aspect; where pictures are used, they are usually limited to lists of vocabulary words or worksheets. Despite this, research shows that comics and visual novels are uniquely suited for use in the language classroom due to their positive correlation with intrinsic reader motivation. Incorporating them effectively into the language classroom causes students to be more engaged, which increases their motivation and leads to better overall results. This paper provides a brief analysis of the benefits using comics can bring and presents several use cases for review.

Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults

BackgroundAlthough most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.MethodsSixty 18–35‐year‐old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word‐matching tasks.ResultsThe results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.ConclusionThese results are promising for vocabulary instruction practices in less‐than‐ideal listening environments where structural modifications are not a feasible option.

تحليل مشكلات الطالبات في تعلم مفردات اللغة العربية : دراسة وصفية في الصف الأول المتوسط بالمدرسة الإسلامية أولو النهى ميدان جوهور

The research questions are: What are the problems of female students in learning the Arabic language vocabulary in the first grade at the Islamic School Ulu Al-Nuha, Johor Square, and what are the solutions from the school to the students’ problems in learning the Arabic language vocabulary in the first grade at the Islamic School, Ulu Al-Noha, Johor Square. The method used is qualitative descriptive research of the type of field research, using the observation and interview method in collecting data. The results of this research are summarized as follows: (1) The problems of female students in learning the vocabulary of the Arabic language are that they rarely use the Arabic language and are not accustomed to using the Arabic language because they do not have the courage, less ability to allocate time between memorizing vocabulary and memorizing the Qur’an, difficulty in memorizing the vocabulary that They were not used to hearing it. (2) The school’s solutions to the students’ problems in learning Arabic vocabulary are to consider the students’ learning methods in choosing learning methods. The students try to get used to using the daily Arabic language with vocabulary. The school gives daily assignments to the students to memorize the vocabulary on the day. The school gives daily assignments that give The school gives the students vocabulary words and then sticks them on the bulletin board or in front of the classroom door to make it easier for the students to remember the vocabulary words.

Testing theories of the vocabulary spurt with monolingual and bilingual infants.

Sometime before their second birthday, many children have a period of rapid expressive vocabulary growth called the vocabulary spurt. Theories of the underlying mechanisms differ: Accumulator models emphasize the accumulation of experience with words over time to yield a spurtlike pattern, while cognitive models attribute the spurt to cognitive changes. To test these theories, English-French monolingual and bilingual children with different exposure to each language were studied. Dense, longitudinal data were analyzed from 45 infants aged 16-30 months, whose expressive vocabulary was measured on a total of 617 occasions in English and/or French. Single-language (English and/or French), concept (number of concepts lexicalized across both languages), and word (sum of both languages) vocabulary scores were computed. Infants' exposure to each language and their exposure balance were measured using a language exposure questionnaire. Logistic curves were fitted to each infant's data to estimate the timing (midpoint) and steepness (slope) of the vocabulary spurt in single-language, concept, and word vocabularies. Seventy-six percent of infants showed a spurt in at least one vocabulary type, and bilinguals were less likely to show one in their nondominant than their dominant language. For single-language vocabulary, infants with more exposure to a language had earlier spurts. For combined vocabularies (concept and word), monolinguals and unbalanced bilinguals had earlier and steeper spurts than balanced bilinguals. Results better support the predictions of accumulator models than cognitive theories and show that infants follow different vocabulary acquisition trajectories based on their language background. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Student Progress Tracing of Arabic Learning: A Qualitative Investigation of Speaking Skills Formative Evaluation in Islamic Elementary School

Formative evaluation of Arabic language proficiency plays a crucial role in identifying students' progress in the learning process, particularly in speaking skills or maharatul kalam. The aim of this study is to explore the implementation of formative evaluation on Arabic speaking skills in the third-grade class of SDIT Harapan Bunda Manado. The research adopts a qualitative approach with data collected through interviews with Arabic language teachers and observations in three different classes. The findings indicate that the types of speaking skills tests implemented in this school align with the principles of Arabic language teaching for beginners. The formative evaluation method of maharatul kalam includes reading texts aloud and identifying vocabulary words presented by the teacher. This evaluation is conducted formatively throughout the learning process. Both evaluation methods aim to measure students' reading, pronunciation, and vocabulary mastery as a foundation for developing more complex Arabic language skills in subsequent levels. Interactive evaluation, utilizing varied technologies and approaches, enables teachers to provide constructive feedback and customize learning according to individual student needs.

Visualizing Vocabulary: An Investigation into the Impact of Pictorial Aids on University-Level Vocabulary Learning

This study evaluates the effectiveness of an eight-session vocabulary teaching program utilizing the Oxford Picture Dictionary, focusing on specific vocabulary words related to clothing, health, emotional states, and environmental actions. The study assesses the vocabulary proficiency of 30 beginner-level (EFL) university students, aged between 19 and 21, at the University of Sulaimani. The three assessments—pre-test, mid-test, and post-test—were meticulously designed to serve as benchmarks for measuring the program's impact. Participants were immersed in consecutive sessions where vocabulary instruction was based on the Oxford Picture Dictionary. Pre-test, mid-test, and post-test scores were analyzed using the robust statistical methods of paired sample t-tests and Analysis of Variance (ANOVA). Several students were also interviewed to gain a deeper understanding of their experiences. According to the analysis, vocabulary proficiency increased dramatically from the pre-test to the post-test (p &lt; 0.05). Moreover, ANOVA indicated variations in performance across the eight sessions. The findings suggest that the Oxford Picture Dictionary-based program positively influences vocabulary acquisition. Educators can use this insight to tailor language instruction, benefiting students' language proficiency.

L’innovation thérapeutique ne saurait tenir lieu de progrès médical. Plaidoyer contre l’abus de la dénomination de médicament innovant

Our disenchanted society seems to have mourned the notion of progress which had aroused the enthusiasm of generations of researchers and doctors over the last century. Contested in the name of industrial society misdeeds, progress is a word that is going out of fashion and giving way to the more extensive notion of “innovation”. Being a key word in communication and marketing vocabulary, innovation has spread beyond the world of consumption and advertising into the public space and political discourse. Innovating has become the new categorical imperative of our time. The field of well-being and health is no exception. The fact is the word innovation is used more and more in medical conferences. This seductive power can lead to abuse doctors and especially patients who will claim a “right to try”, even if it means underestimating the safety issue of respecting methodological requirements. Faced with this slippery slope, this article aims to remind us that what is important for patients is not the novelty but the effectiveness of the products administered to them. If we want to maintain a watertight division between “health product” and “commercial product”, between the “patient” and the “customer”, we must remember the essential scientific significance and the inestimable ethical value of the notion of medical progress.

Parameter optimization of non-invasive vagus nerve stimulation for second language learning in typically developing young adults

Although the ability to acquire a second language (L2) and attain fluency in that language is beneficial for a growing number of people, it is significantly more difficult to acquire such skills in adulthood. While traditional in-person and computer training programs can aid in this process, learning is often slow and retention is quite poor. A method for driving long-lasting neural plasticity during language learning would be valuable for those who need or want to achieve fluency in a second language later in life. However, little is known about the effect of neuromodulation methods on language learning. In the current study, we investigated the effect of non-invasive transcutaneous auricular vagus nerve stimulation (taVNS) on vocabulary word-learning in healthy young adults. Importantly, we approached this research question by investigating two key parameters of taVNS, stimulation frequency (Experiment 1) and current intensity (Experiment 2). Typically developing young adults completed a 1-h training session in which they learned 30 concrete, Palauan nouns while receiving real or sham stimulation to the left posterior tragus (Experiment 1) or stimulation at various intensities (Experiment 2). Participants completed a Palau-to-English translation test immediately after training and seven days later to quantify learning and retention. The results largely revealed that high frequency stimulation above sensory threshold improved retention of learned words. These results suggest that taVNS may improve retention of vocabulary words in a second language and that stimulation frequency may impact efficacy.

내러티브 과제 유형에 따른 초등 학령기 아동의 어휘 사용 특성

Background and Objectives: The vocabulary of an augmentative and alternative communication (AAC) system should reflect the AAC user’s needs and desires for successful communication. The selection of vocabulary should be based on the vocabulary used by the child’s peers. This study aimed to examine vocabulary usage characteristics of children in lower primary grades according to the type of narrative task and to select core vocabulary for use in an AAC system. Methods: We collected utterances from 20 children in lower elementary school for four narrative tasks (personal experience story, storytelling, explanation, and procedural descriptions). Characteristics of high-frequency vocabulary, core vocabulary, and word class vocabulary by task were examined. Results: Of the total number of words, the total frequency of core words was 77.28% (n = 26,400). The total number of other words was 2,677 (10.98%). The most frequent words in the core vocabulary were ‘-e(-에)’, ‘-ga(-가)’, and ‘-neun(-는)’. Conclusion: The inclusion of high-frequency words and core vocabulary in the narrative task can be used as a basis for vocabulary selection for school-aged children who use AAC systems.