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Pulido, Diana Christine - One of the best experts on this subject based on the ideXlab platform.
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The Impact of Topic Familiarity, L2 Reading Proficiency, and L2 Passage Sight Vocabulary on Incidental Vocabulary Gain Through Reading for Adult Learners of Spanish as a Foreign Language
2026Co-Authors: Pulido, Diana ChristineAbstract:270 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.This study examined the nature of the impact of the following reader-based variables on L2 incidental vocabulary gain through reading: (a) L2 reading proficiency, (b) L2 passage sight vocabulary, (c) topic familiarity, and (d) course level. A secondary question investigated the presence of any story level effects on gain. Participants were 99 university students studying Spanish as an L2 at the beginning, intermediate, and advanced levels. Pretests included (a) a topic-familiarity questionnaire, (b) the Adult Basic Learning Examination, (Karlsen & Gardner, 1990) to assess L2 reading proficiency, and (c) a checklist and L2-L1 translation test to assess passage sight vocabulary. All subjects read four brief narratives with two depicting more familiar scenarios and two depicting less familiar scenarios. Embedded once in each story were 8 nonsense words. Two days after reading, vocabulary gain was measured via a supply-Definition Task followed by a select-Definition Task. Analyses of covariance and logistic regression were used. Results revealed an unequivocal consistent significant impact of L2 reading proficiency on gains across all measures, whereby the rich got richer. There was also a strong consistent impact of topic familiarity, on the select-Definition measure: gains were superior when learners read more familiar as opposed to less familiar stories. Results were less compelling for the variable of L2 passage sight vocabulary. There was a significant consistent impact on only two analyses, with both measures. Yet, on other analyses significant effects were absent, or only observed via interactions with course level, where significant positive effects were observed only for the intermediate level learners. Course level was the weakest of the four variables, only accounting for consistent significant differences in gain on one analysis, whereby the advanced and intermediate learners gained significantly more vocabulary than the beginners. Story effects were also obtained and additionally qualified by differential patterns across the various course levels, suggesting that familiarity might be better conceived of as a continuum. Task effects were observed for the dependent measures, whereby gains were higher on the select-Definition in comparison to the supply-Definition measure.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
A. Caporali - One of the best experts on this subject based on the ideXlab platform.
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Testing idiom comprehension in aphasic patients: the effects of Task and idiom type.
Brain and Language, 2006Co-Authors: Costanza Papagno, A. CaporaliAbstract:Idiom comprehension in 15 aphasic patients was assessed with three Tasks: a sentence-to-picture matching Task, a sentence-to-word matching Task and an oral Definition Task. The results of all three Tasks showed that the idiom comprehension in aphasic patients was impaired compared to that of the control group, and was significantly affected by the type of Task and type of idiom. Whilst performance on the oral Definition and sentence-to-picture matching Tasks was similarly impaired, the patients performed significantly better on the sentence-to-word matching Task. The results confirm the relevance of Task and idiom type in drawing conclusions about figurative language interpretation in brain-damaged patients.
Costanza Papagno - One of the best experts on this subject based on the ideXlab platform.
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Testing idiom comprehension in aphasic patients: the effects of Task and idiom type.
Brain and Language, 2006Co-Authors: Costanza Papagno, A. CaporaliAbstract:Idiom comprehension in 15 aphasic patients was assessed with three Tasks: a sentence-to-picture matching Task, a sentence-to-word matching Task and an oral Definition Task. The results of all three Tasks showed that the idiom comprehension in aphasic patients was impaired compared to that of the control group, and was significantly affected by the type of Task and type of idiom. Whilst performance on the oral Definition and sentence-to-picture matching Tasks was similarly impaired, the patients performed significantly better on the sentence-to-word matching Task. The results confirm the relevance of Task and idiom type in drawing conclusions about figurative language interpretation in brain-damaged patients.
Weiping Jia - One of the best experts on this subject based on the ideXlab platform.
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multi Task fundus image quality assessment via transfer learning and landmarks detection
International Workshop on Machine Learning in Medical Imaging, 2018Co-Authors: Yaxin Shen, Ruogu Fang, Bin Sheng, Ling Dai, Jing Qin, Weiping JiaAbstract:The quality of fundus images is critical for diabetic retinopathy diagnosis. The evaluation of fundus image quality can be affected by several factors, including image artifact, clarity, and field Definition. In this paper, we propose a multi-Task deep learning framework for automated assessment of fundus image quality. The network can classify whether an image is gradable, together with interpretable information about quality factors. The proposed method uses images in both rectangular and polar coordinates, and fine-tunes the network from trained model grading of diabetic retinopathy. The detection of optic disk and fovea assists learning the field Definition Task through coarse-to-fine feature encoding. The experimental results demonstrate that our framework outperform single-Task convolutional neural networks and reject ungradable images in automated diabetic retinopathy diagnostic systems.
Romine, Rebecca Swinburne - One of the best experts on this subject based on the ideXlab platform.
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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
'American Speech Language Hearing Association', 2021Co-Authors: Storkel, Holly L., Komesidou Rouzana, Pezold, Mollee J., Pitt, Adrienne R., Fleming, Kandace K., Romine, Rebecca SwinburneAbstract:Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method: Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study (Storkel, Voelmle, et al., 2017) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a Definition Task prior to, during, and after treatment. Results: Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion: When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach