Definition Of Word Research Articles

Vocabulary Instruction During Elementary Classroom Discourse: Observing 1st Through 3rd Grade Teachers’ Instructional Practices

ABSTRACT Vocabulary is crucial for reading development, as suggested by models of reading and reviews of research. Despite this body of research, we know less about what vocabulary supports have been prioritized in lower elementary classrooms since the publication of the Common Core State Standards in 2010. Therefore, this study investigated how teachers implemented vocabulary instruction during language arts lessons in first through third grade classrooms, within a low-income, rural community. Data sources were classroom observations and semi-structured teacher interviews. Results revealed that vocabulary instruction occurred more frequently than expected, when compared to previous observation studies. Teachers prioritized words related to language arts standards, rather than those that came from the texts; relied on in-the-moment instruction, rather than planning ahead; and used strategies for checking students’ knowledge of words, rather than providing definitions of words or using a variety of evidence-based supports. Implications for future research and practice are discussed.

Virtual Banker at your Fingertips Using Chatbot System

The Virtual Banker systemThrough AI-Powered chatbots, real-time announcements, and video call support, it will ensure an extremely smooth and interactive banking experience for its users. The improvements in this system include a responsive user interface with integration of AI and APIs to provide dynamically interactive responses and backend secure connectivity to fetch data in real time. This also includes the features dynamic announcement management, live escalation on chat, analytics-driven improvements, and more. Scalable, optimized performance, and robust security, the system is capable of offering a comprehensive digital banking solution. The platform features interactive and AI-augmented learning tools to enhance the learning process. These tools include AI chatbots, word definition features, and content understanding mechanisms, allowing users to engage with complex concepts effectively. The integration of quizzes, Q&A sessions, and other testing formats reinforces learning and allows candidates to gauge their understanding of key topics. This paper examines the implementation and impact of chatbot systems in the banking sector. It highlights their ability to provide 24/7 customer service, streamline routine banking operations, and enhance user experiences. Key benefits include cost efficiency for banks, reduced wait times for customers, and improved operational scalability. However, challenges such as data security concerns, customer resistance to AI, and the need for continuous technological upgrades remain significant barriers to widespread adoption. Index Terms -Virtual banker, chatbot systems, artificial intelligence (AI) in banking, natural language processing (NLP), financial technology (FinTech), customer service automation, banking operations, transaction efficiency, digital banking solutions, machine learning in banking, AI-powered financial assistance, banking security and privacy, user experience in banking, predictive analytics in FinTech, and voice-enabled banking chatbots

Idiomatic Expressions and Their Impact on Lexical Competence

Idiomatic expressions are integral to the richness and depth of language, offering nuanced meanings that extend beyond literal word definitions. This article explores the significant impact of idiomatic expressions on lexical competence, arguing that mastery of idioms enhances vocabulary breadth, cultural literacy, and the ability to communicate with precision and expressiveness. By defining idiomatic expressions and distinguishing them from literal language, the article establishes a foundational understanding of their role in language proficiency. It delves into how learning idioms not only expands a speaker's vocabulary but also deepens their cultural awareness, enabling more effective and culturally sensitive interactions. Academic research is examined to demonstrate the positive correlation between idiom knowledge and lexical competence, while language acquisition theories, such as Vygotsky's Interactionist Theory, support the integration of idioms into language learning curricula. Practical examples from various contexts, including business, literature, and daily conversations, illustrate the tangible benefits of idiomatic proficiency in real-world communication. The article also addresses common counterarguments, such as the complexity and potential for misunderstanding associated with idioms, and proposes solutions like contextual learning and extensive usage practice to mitigate these challenges. Finally, the implications for language education are discussed, emphasizing the need for curriculum development, innovative teaching strategies, and comprehensive assessment techniques to foster comprehensive lexical competence. The article concludes by highlighting the enduring importance of idiomatic expressions in achieving fluent and culturally aware communication, underscoring their vital role in the future of language learning.

Introductory words in the Russian language: typology and their classification

This article examines lexical and grammatical units - introductory and modal words and provides their classification. The study presents a linguistic picture that reflects the degree of study of the use of introductory words and constructions. Based on the works of leading grammarians such as Vinogradov, Shakhmatov, Peshkovsky, Paducheva, and others, the definition of introductory and modal words is formulated and their main categories are presented. The functions of introductory words in a fiction text are also studied.

The influence of synonyms and antonyms in writing

The present study is a concerted effort to conduct an extensive examination of the research article heading “The Influence of Synonyms and Antonyms in writing” undoubtedly very significant, similar to the other semantic themes. The paper explores an important aspect of semantics within English studies. Synonyms are entirely different words in terms of spelling; however, they are all similar (or almost similar) in meaning, while an antonym is a term that conveys a meaning contrary to the definition of a specific word. Thus, the two words are referred to as antonyms of one another. It is expected that the current research will be beneficial for English learners in their research, particularly, whenever they write.

Improving the Reading Skills of Students with Mild Intellectual Disabilities through Repeated and Paired Reading Techniques

This study aims to analyze the effectiveness of fluent reading strategies, specifically "paired reading" and "repeated reading," on the development of reading skills of two students with mild intellectual disability. In the study, two fourth-grade students with mild intellectual disabilities participated in an intervention program aimed at improving their reading skills. Two 4th grade students, one girl and one boy, who attended the support education room as well as the regular classes of the primary school, were included in the intervention programme. The AB single-case design was utilized, as this design is the most commonly used for detecting the effects of. The study employed purposeful sampling to select participants based on specific criteria. The criteria for inclusion in the study were having a mild intellectual disability, attending the support class, and experiencing difficulty in reading and comprehension. The processes lasted for 7 weeks, equating to 35 class hours. Data were collected through instruments such as the Error Analysis Inventory, video recordings, narrative, and informative texts, and reading comprehension achievement tests. The results revealed improvements in students' word definitions, reading speeds, reading skills, and comprehension levels. These results suggest that the study recommends employing paired and repeated reading strategies to enhance the reading and comprehension skills of students facing reading and learning difficulties.

Neuropsychological Outcomes in 6-Year-Old Children of Women With Epilepsy

Antiseizure medications (ASMs) are potential teratogens commonly prescribed for multiple indications. ASM fetal exposure can impair neurodevelopment. Folate improves pregnancy outcomes, but higher doses may pose risks. To compare the outcomes of 6-year-old children of women with epilepsy (WWE) vs those of healthy women (HW), and assess the association of outcomes to third-trimester ASM exposures. After informed consent, pregnant WWE and HW were enrolled from 2012 through 2016 in this prospective, multicenter, nonrandomized clinical trial. Children were assessed at 6 years of age (2019-2022). Participants were recruited from 20 US epilepsy centers. Study data were analyzed from August 2023 to August 2024. Fetal ASM exposures. The a priori main neurodevelopmental outcome was the blindly assessed Verbal Index Score in 6-year-old children. The Verbal Index Score is calculated as the mean of the scores from the Word Definitions and Verbal Similarities subtests from the Differential Ability Scales, Expressive One-Word Picture Vocabulary Test, Phonological Processing, Comprehension of Instructions, and Sentence Repetition subtests from the Neuropsychological Assessment and Peabody Picture Vocabulary Test. The 2 primary analyses (1) compared children of WWE and HW using linear regression and (2) examined the outcomes of fetal exposure via ASM blood concentrations. Analyses were adjusted for multiple potential confounding factors. Other outcomes and folate exposure-related outcomes were assessed. A total of 1123 pregnant women were screened, and 456 were enrolled (426 did not meet criteria, and 241 chose not to participate). A total of 298 children of WWE (mean [SD] age, 6.4 [4.2] years; 158 female [53.0%]; 140 male [47.0%]) vs 89 children of HW (mean [SD] age, 6.4 [4.2] years; 41 female [46.1%]; 48 male [53.9%]) did not differ on Verbal Index Score (parameter estimate, -0.6; 95% CI, -3.2 to 1.9; P = .64). Exposure-dependent outcomes differed across ASMs. Assessment of other ASMs was limited because 232 of 298 WWE (78%) were taking lamotrigine or levetiracetam alone or in combination. Folate supplementation during the first 12 weeks of pregnancy had positive associations with cognition and behavior with no signal for risks at higher folate doses. Results of this prospective nonrandomized clinical trial suggest that verbal abilities in children of WWE vs HW did not differ. Exposure-dependent outcomes of ASMs highlight the importance of dosing high enough to protect the mother and fetus from seizures but low enough to protect the fetus. Folate supplementation early in pregnancy including higher doses was associated with improved cognitive and behavioral outcomes. Additional research is needed for ASMs with inadequate information on fetal exposure risks. ClinicalTrials.gov Identifier: NCT01730170.

Language Data in National Population and Housing Census of Nepal 2021: A Critical Analysis

Analysis of NPHC 2021 language data based on retention of ancestral language as MT and MT in ethnic population, increase in MT and SL speakers after the previous census. Among them 39, 25, and 53 languages have problems with the first, second, and third variables respectively; and all have problems with the fourth variable. Unclear questions, improper technical word definitions, organized activities of caste/ethnic organizations and activists to influence the answers, and insufficient training for the enumerators are responsible for the problems. The post-enumeration survey did not include language data for validity and reliability evaluation. Future language policies and planning based solely on census data will lead to serious problems.

Comparing Implicit and Explicit Morphological Analysis Instruction for Upper Elementary Readers

ABSTRACT Purpose We compared the effects of two types of instruction on novel suffix learning. Instruction differed in the explicitness of the attention given to the morphological structure of the targets. Learning in form and meaning was measured in trained and transfer words. Method Over three days Grade 3 (N = 83, 45.8% females, M age = 8.4) and Grade 5 (N = 86, 47.7% females, M age = 10.4) students with English as their first language (93% caucasian, 4% East Asian, 2% Latino, 1% First Nations, Metis and Inuit) received training on the definitions of pseudowords with a salient morphological structure (e.g. nim meaning small in “hillnim”). Training activities explicitly taught the morphological structure of the words, or exposed participants to this structure implicitly while teaching the use of general context clues. Participants’ learning was assessed immediately (one day) after training, and at follow-up one week later, using a suffix identification task, a word definition, and a multiple-choice task. Results Participants at both grade levels scored similarly on the form task across conditions, but in terms of meaning, explicit training on morphological structure yielded better results for both grade levels and word types. However, for Grade 5 the differences across training conditions were only significant in the word definition task. Conclusion Our results support explicitly teaching the structure of morphologically complex words. Explicit instruction was effective even for older students with more reading experience.

Ethogram of the Domestic Cat

The existing domestic cat literature predominantly contains lists detailing its behaviour. However, these lists are neither specific enough for domestic cats nor general enough for all behaviours on a macro level of the domestic cat. Furthermore, the majority of studies lack illustrations. Therefore, we have developed a comprehensive ethogram of the domestic cat and scalable schematic representations of the behaviour units. We evaluated observational data from free-roaming cats and cats from private households using ad libitum and focal animal sampling (video material 55.31 h, n = 170 animals). In addition, we used the leading literature and detailed anatomical studies to create systematic categories and morphologically correct drawings. A total of 117 discrete behaviours were recorded and divided into 12 categories. The description of each behaviour includes a name, a word definition, an ethological classification and a schematic illustration (excluding the category devoted to vocalisations). An ethogram is needed to better understand the behavioural repertoire of healthy domestic cats and to facilitate the design phase of further investigations. This document can help to better distinguish species-appropriate behaviours and body postures from those behaviours and poses that indicate chronic pain, stress or discomfort.

Caregiver's Word Choices, Definitions, Roles, and Functions in Peritoneal Dialysis Caregiving: A Systematic Scoping Review

Caregiver's Word Choices, Definitions, Roles, and Functions in Peritoneal Dialysis Caregiving: A Systematic Scoping Review

Cognitive and Social-Emotional Development in Girls With Fragile X Syndrome.

To evaluate the developmental trajectory of key cognitive, social, and emotional features in girls with fragile X syndrome (FXS). This longitudinal, parallel cohort study collected data between January 2018 and December 2022. Participants were evaluated 3 times with ∼12-18 months between visits. Participants included 65 girls with FXS, 6 to 16 years, and 52 age- and developmentally-matched girls without FXS. Participants' scores from direct assessment and caregiver report evaluated 3 cognitive domains (verbal abilities, nonverbal abilities, executive function) and 4 social-emotional domains (depression, general anxiety, social behavior, and social anxiety). Participants included 117 girls (mean [M] [SD] age at study entry: FXS M = 10.59 [3.00]; comparison M = 10.45 [2.40])). Omnibus tests showed 4 domains with significant group differences: Verbal (P < .0001, eg, Differential Abilities Scale-II(DAS-II), Picture Vocabulary (-6.25 [1.87])), nonverbal (P < .0001, eg, Kaufman Test of Educational Achievement, Third Edition, Brief Form, Math (-8.56 [2.90])), executive function (P < .0001, eg, NIH Toolbox List Sorting (-6.26 [1.48])), and social anxiety (P < .03, eg, Anxiety, Depression, and Mood Scale (ADAMS) Social Avoidance (1.50 [0.65])). Three domains had significant group by age interaction: Verbal (P < .04, eg, DAS-II, Word Definitions (-1.33 [0.55])), social behavior (P < .01, eg, Social Responsiveness Scale-2 Social Communication (1.57 [0.51])), and social anxiety (P < .01, eg, ADAMS Social Avoidance (0.46 [0.19])). These findings support the development of early, disorder specific interventions for girls with FXS targeting verbal and nonverbal skills, executive function, social behavior, and social anxiety.

Fuzzy deep visual panic detection

Deep visual data analysis from social network has become an increasingly important area of research. In fact, this form of assessment makes it viable to recognize new information on social users which incorporates emotions. In order to recognize users’ emotions and other latent attributes, most of the existing approaches have used textual data and have obtained accurate results. However, little attention has been paid to visual data that have become increasingly popular in recent years.This work describes how to develop a conceptual representation model for social network analysis and social emotion analysis based on the integration of fuzzy logic and ontological modeling. The primary aim is to create an ontology that can extract new information about a social user’s mood, which can be classified as panic, no-panic, or neutral. Fuzzy logic is necessary to deal with subjective data, as users share imprecise and vague data on their social profiles. Fuzzy logic has been observed as a successful method to capture the expression of emotions due to the fuzzy nature of emotions and the ambiguous definitions of emotion words. The proposed work investigate the role of fuzzy logic in social network analysis. This study simulate a fuzzy deep system integrated with ontology for classifying social visual data (shared images) into panic, no-panic or neutral classes in order to determine the social users’ stress intensity. The Social distancing and the huge amount of shared data in Tunisia were calculated to demonstrate this classification. The experiments performed in this paper aim to create not only a novel annotated visual database named visual panic database, but also a new semantic model for modeling users’ profiles, in social network, based on the combination between ontology and deep learning techniques. In this context, we will work in the future on the combination between a user’s visual and textual data in order to improve the performance of this recognition. The proposed fuzzy system reflected the viral proliferation in stressed users and achieved an accuracy of 87%.

Dual drivers of bilingual semantic accent: Semantic relations and input limitations

Research question: Second language (L2) learners may have a “semantic accent,” using L2 words differently from a native speaker. The current studies investigate how learning conditions and the need to use different semantic dimensions may constrain the acquisition of L2 meanings. Approach: In Experiment 1, we asked whether first language (L1) Mandarin speakers would successfully learn English carry and hold with intensive input in a laboratory training procedure. In Experiment 2, we asked whether the difficulties observed were due to differing semantic dimensions per se or to the need to move from a larger number of fine-grained native distinctions to a smaller number of broader English meanings. Data and analysis: Word definitions and label choice after training were scored for consistency with native performance. Conclusions: Experiment 1 supported the idea that intensive input helps, but Experiment 2 suggested that any kind of semantic difference from L1 is challenging even with intensive input. Originality: The current study clarifies the contributions of learning conditions and L1-L2 semantic differences in semantic accent. Implications: Reducing semantic accent may require instruction in specific L1-L2 differences and cultivation of metacognitive sensitivity to the potential for differences.

Assessing metarepresentational abilities in adolescence: an exploratory study on relationships between definitional competence and theory of mind.

Several developmental changes occur in adolescence, particularly in the metarepresentational domain, which allows and promotes adaptive sociality. We explored the possible relationships between theory of mind (ToM) and definitional competence, both metarepresentational, beyond age and gender effects. To reach our goals, we involved 75 adolescents (age range 14-19 years, M = 15.7, and SD = 1.36). ToM was measured through "The Reading the Mind in the Eyes Test" (RMET), and definitional competence was assessed through a new instrument, namely, the "Co.De. Scale". Attention was paid to check whether results were different when considering mental states vs. non-mental states of the scale and emotional words vs. non-emotional words. T-tests showed that older adolescents (third grade of high school) performed better than younger ones (first grade of high school) in both tasks. Only in the male group, there were no school grade differences in the ToM task. Regression analyses showed that RMET performance predicted the score of non-emotional mental states definitions and, even if marginally, of ToM word definitions. However, RMET was not a predictor of the general performance of the definitional task or emotion definitions. Connections with global adolescents' development and possible educational implications are discussed.

An Analysis Of The Lexical and Contextual Meaning Of The Poem "Still I Rise" By Maya Angelou

This study looks at the meanings of words and their context in Maya Angelou’s poem "Still I Rise." This poem is well-known for its message of strength and empowerment, especially for African American women during the civil rights movement. Using a qualitative approach, this research combines examining the text and interpreting its context. The lexical analysis looks at dictionary definitions of important words in the poem and their deeper meanings within the poem’s context. The contextual interpretation places the poem within the larger historical and cultural background of Angelou's life and the civil rights era. The findings show that Angelou’s use of language not only strengthens the poem’s themes of defiance and self-worth but also deeply connects with the socio-political climate of its time. The study aims to provide a deeper understanding of the lexical and contextual meanings of some of the lines in Angelou's literary work "Still I Rise" as well as in discussions of race, identity and empowerment.

Four kinds of lexical items: Words, lexemes, inventorial items, and mental items

This paper gives an overview of four senses of the terms “lexical (item/entity)” and “lexicon”, as well as several senses of the term “lexicalization”. That these terms are used in different senses in the literature has been discussed before, and it has been noted that this polysemy is sometimes confusing, but here I provide not only concrete definitions of word(-form) and lexeme and succinct discussion of the relevant issues, but I also propose two new terms: inventorium (the unpredictable elements of a language) and mentalicon (the elements that a speaker stores in memory). The latter two are crucially different because all speakers store many predictable elements. The four different senses can thus be distinguished clearly by using the four terms word-form, lexeme, inventorial item, and mental item. In the final section of the paper, I note that the term lexicalization also has multiple senses, but its most important sense is inventorization.

The Effect of TPR Tasks on Word Knowledge of Thai Primary School Learners

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai primary school students, with a particular focus on the definition of words. It also explored the students&amp;rsquo; attitudes towards using TPR tasks for vocabulary learning. The TPR tasks were designed to engage three of the human senses&amp;mdash;visual, auditory, and tactile&amp;mdash;by incorporating multisensory tasks. Employing a mixed-methods research design, the study involved 27 second graders from a primary school in northeastern Thailand. The research methodology utilized three instruments. From a quantitative perspective, the Receptive Word Knowledge Test (RWKT) and the Productive Word Knowledge Test (PWKT) were administered to assess the students&amp;rsquo; vocabulary knowledge before and after the intervention within a single-group pretest-posttest framework. Qualitatively, a focus group interview was conducted to gain deeper insight into the students&amp;rsquo; attitudes towards participation in TPR activities. The quantitative data indicated a significant enhancement in both receptive and productive vocabulary knowledge among the participants. Furthermore, the qualitative findings highlighted the advantages of TPR tasks, with students expressing increased enthusiasm and competitive spirit and a shared willingness and pleasure in vocabulary learning through interactive tasks and peer interaction. In conclusion, this study corroborates the efficacy of TPR tasks in significantly advancing Thai primary school students&amp;rsquo; receptive and productive vocabulary knowledge.

Range-limited Heaps’ law for functional DNA words in the human genome

Heaps’ or Herdan-Heaps’ law is a linguistic law describing the relationship between the vocabulary/dictionary size (type) and word counts (token) to be a power-law function. Its existence in genomes with certain definition of DNA words is unclear partly because the dictionary size in genome could be much smaller than that in a human language. We define a DNA word as a coding region in a genome that codes for a protein domain. Using human chromosomes and chromosome arms as individual samples, we establish the existence of Heaps’ law in the human genome within limited range. Our definition of words in a genomic or proteomic context is different from other definitions such as over-represented k-mers which are much shorter in length. Although an approximate power-law distribution of protein domain sizes due to gene duplication and the related Zipf’s law is well known, their translation to the Heaps’ law in DNA words is not automatic. Several other animal genomes are shown herein also to exhibit range-limited Heaps’ law with our definition of DNA words, though with various exponents. When tokens were randomly sampled and sample sizes reach to the maximum level, a deviation from the Heaps’ law was observed, but a quadratic regression in log–log type-token plot fits the data perfectly. Investigation of type-token plot and its regression coefficients could provide an alternative narrative of reusage and redundancy of protein domains as well as creation of new protein domains from a linguistic perspective.

Exact Definition Fallacy: A New Logical Fallacy

It is certain to happen in every debate that one of the debaters will ask for the definition of a certain word from the other debater, not in order to know what the other debater meant, but in order to make the other debater stuck to show their inability to give the exact definition from a source that the one who asked for it considers an authority to give the definition. In Speakers Corner in the United Kingdom, Muslim debaters face this question a lot as a tactic by Christians, atheists, Jews, etc. Asking for a definition is not a way to allow all sides of the debate to know what is meant by stating a specific word. It is more used in order to show that the other side of the debate could not give the definition as a sign of ignorance, which is a fallacy. It becomes a clear fallacy when one debater keeps asking to define every word.