Basic skills training - Revision history

Mbett: Reverted edits by Maloneypark (Talk); changed back to last version by Macw

2011-08-29T13:32:46Z

Reverted edits by Maloneypark (Talk); changed back to last version by Macw

← Older revision		Revision as of 13:32, 29 August 2011
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	[[Category:Study]]		[[Category:Study]]

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Maloneypark at 07:16, 29 August 2011

2011-08-29T07:16:00Z

← Older revision		Revision as of 07:16, 29 August 2011
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	[[Category:Study]]		[[Category:Study]]

			[http://custom-essay-writing-service.org/index.php custom essay writing]

Macw: clarification of robustness issue

2009-05-07T12:21:47Z

clarification of robustness issue

← Older revision		Revision as of 12:21, 7 May 2009
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	#In addition to the overall analysis for percentage correct, we are also closely tracking error types within words. We are interested in specifying closely the spellings rules and auditory patterns that are most difficult for students.		#In addition to the overall analysis for percentage correct, we are also closely tracking error types within words. We are interested in specifying closely the spellings rules and auditory patterns that are most difficult for students.

	There are no [[robust learning]] measures in this study.		There are no explicit [[robust learning]] measures in this study. However, a major finding was that improvements from dictation training were across-the-board and not confined to sentences used in the training. Thus, it appears that dictation trains a totally general skill.

	==Independent variables==		==Independent variables==

Macw: /* Hypothesis */

2008-04-07T01:51:19Z

Hypothesis

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	These predictions derive from the Competition Model (MacWhinney, in press).		These predictions derive from the Competition Model (MacWhinney, in press).

			Errors in dictation often produce alternative sentences that are still fully meaningful. For example "Je ne nage pas, moi" (I don't swim) can be misproduced as "Je ne nage pas mal" (I don't swim poorly). Or "Il faut faire tes devoirs" (It is necessary to do your duties) is produced as "Il forte de duboise" (It strong of Dubois).

	==Explanation==		==Explanation==

Macw: /* Research question */

2008-04-07T01:46:56Z

Research question

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	emphasis on developing materials based on error analysis to configure correct stimulus sequencing. The specific online method examines the role		emphasis on developing materials based on error analysis to configure correct stimulus sequencing. The specific online method examines the role
	of sequencing, explicit feedback, and lexical familiarity in promoting dictation skill.		of sequencing, explicit feedback, and lexical familiarity in promoting dictation skill.
	#An important component of this online tutor is its ability to provide direct feedback on student errors. This is done by placing asterisks over those segments of the student's dictation that fail to match the target.
			An important component of this online tutor is its ability to provide direct feedback on student errors. This is done by placing asterisks over those segments of the student's dictation that fail to match the target.

	==Background and significance==		==Background and significance==

Macw: /* Research question */

2008-04-07T01:46:40Z

Research question

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	This research is designed to discover the best method of producing robust learning of French dictation. Toward this end, there is an		This research is designed to discover the best method of producing robust learning of French dictation. Toward this end, there is an
	emphasis on developing materials based on error analysis to configure correct stimulus sequencing. The specific online method examines the role		emphasis on developing materials based on error analysis to configure correct stimulus sequencing. The specific online method examines the role
	of sequencing, explicit feedback, and lexical familiarity in promoting dictation skill.		of sequencing, explicit feedback, and lexical familiarity in promoting dictation skill.
			#An important component of this online tutor is its ability to provide direct feedback on student errors. This is done by placing asterisks over those segments of the student's dictation that fail to match the target.

	==Background and significance==		==Background and significance==

Macw: /* Hypothesis */

2008-04-07T01:44:20Z

Hypothesis

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	#We further hypothesize that dictation training in French 1 will markedly improve dictation ability in French 2.		#We further hypothesize that dictation training in French 1 will markedly improve dictation ability in French 2.
	#We hypothesize that the most difficult dictation patterns will be those marked by use of diacritics, unreliable spelling patterns, the apostrophe, and difficult auditory sequences.		#We hypothesize that the most difficult dictation patterns will be those marked by use of diacritics, unreliable spelling patterns, the apostrophe, and difficult auditory sequences.
			#When French words match up closely with English words in sound and meaning, but differ in spelling, we will expect some transfer errors.

	These predictions derive from the Competition Model (MacWhinney, in press).		These predictions derive from the Competition Model (MacWhinney, in press).

Macw: /* Hypothesis */

2008-04-07T01:43:47Z

Hypothesis

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	==Hypothesis==		==Hypothesis==
	#Our initial hypothesis was that exposure to a particular set of sentence would markedly improve the ability to spell these sentences in comparison with a parallel set of unexposed sentences. In the first round of testing, we found that this was wrong, indicating that the skill of dictation is not pegged to sentence level memories, but rather to the level of the phoneme and word.		#Our initial hypothesis was that exposure to a particular set of sentence would markedly improve the ability to spell these sentences in comparison with a parallel set of unexposed sentences. In the first round of testing, we found that this was wrong, indicating that the skill of dictation is not pegged to sentence level memories, but rather to the level of the phoneme and word.
	#We hypothesize that dictation training in French 1 will markedly improve dictation ability in French 2.		#We have found a clear increase from pretest to posttest in dictation ability across the course.
	#We hypothesize that the most difficult dictation patterns will be those marked by use of diacritics, unreliable spelling patterns, and difficult auditory sequences.		#We further hypothesize that dictation training in French 1 will markedly improve dictation ability in French 2.
			#We hypothesize that the most difficult dictation patterns will be those marked by use of diacritics, unreliable spelling patterns, the apostrophe, and difficult auditory sequences.

	These predictions derive from the Competition Model (MacWhinney, in press).		These predictions derive from the Competition Model (MacWhinney, in press).

Koedinger: /* Dependent variables */

2007-05-03T12:53:44Z

Dependent variables

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	==Dependent variables==		==Dependent variables==

			[[Normal post-test]] measures:
	#The dependent variable is percentage correct. Correctness is scored on the word level. There is no penalty for incorrect words. Scoring is done by a Perl program.		#The dependent variable is percentage correct. Correctness is scored on the word level. There is no penalty for incorrect words. Scoring is done by a Perl program.
	#In addition to the overall analysis for percentage correct, we are also closely tracking error types within words. We are interested in specifying closely the spellings rules and auditory patterns that are most difficult for students.		#In addition to the overall analysis for percentage correct, we are also closely tracking error types within words. We are interested in specifying closely the spellings rules and auditory patterns that are most difficult for students.

			There are no [[robust learning]] measures in this study.

	==Independent variables==		==Independent variables==

Adele: /* Explanation */

2006-12-28T15:17:10Z

Explanation

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	==Explanation==		==Explanation==
	The [[Competition]] Model explanation for these effects emphasizes the role of L1 transfer, cue reliability, cue availability, and lexical learning as determinants of dictation learning. Availability and reliability are measured across the vocabulary. L1 transfer effects are predicted on the basis of a comparative analysis of French and English.		The [[Competition]] Model explanation for these effects emphasizes the role of L1 transfer, cue [[reliability]], cue availability, and lexical learning as determinants of dictation learning. Availability and reliability are measured across the vocabulary. L1 transfer effects are predicted on the basis of a comparative analysis of French and English.

	==Descendents==		==Descendents==