The Experts below are selected from a list of 32757 Experts worldwide ranked by ideXlab platform
G Christopher - One of the best experts on this subject based on the ideXlab platform.
-
teaching reading skill using Heuristic Technique through schema theory
Social Science Research Network, 2018Co-Authors: John X Paul, G ChristopherAbstract:This paper discusses the essential role of background knowledge of the text and demonstrates the concept of schema theory, one of the cognitivist learning theories, with regard to teaching of reading to the students. The schema theory is described as a mental structure of preconceived ideas. It really connects the reader to the text and therefore the reading becomes more meaningful. The schema theory influences attention and absorption of new knowledge. Reading requires worldly knowledge, and it leads to the interactive process between the text and the reader’s prior background knowledge. So, a Heuristic Technique is used by the readers to understand the text better. This method enables the reader to discover the meaning by themselves without much effort. Therefore, the paper attempts to inform the readers that the Heuristic process in schema theory encourages and enables all the readers to feel more comfortable in perceiving the meaning of the text in the reading process so that it becomes reader-centered reading.
-
teaching reading skill using Heuristic Technique through schema theory
IUP Journal of English Studies, 2017Co-Authors: John X Paul, G ChristopherAbstract:IntroductionTeaching reading skill is really a complicated mental activity and a thinking process to experience, predict, verify, and acknowledge information according to the readers' previous information, knowledge, and experience. It is said that to understand language, a reader must utilize direct and implicit information. Direct information refers to words written down, while implicit information includes knowledge of structures and words of a language in a text and knowledge of the discussed topic and certain experience. There are three phases in the development of the reading process: Bottom-Up Model, Top-Down Model, and Interactive Model.Bottom-up model came into being in the 1960s, which emphasizes that the readers, taking reading materials as information input, start from letters and word recognition and then combine information continuously to accomplish reading activity. This model highlights that reading must be done in a fixed sequence to get a word meaning gradually and readers comprehend the reading materials mainly by language knowledge. In this model, readers' implicit information, that is, one's knowledge and life experience, is neglected and one's active processing of information is not taken into consideration. Following this model, the teachers would concentrate mostly on words, sentence patterns, and grammatical knowledge related to the reading material, but pay little attention to relevant background knowledge when teaching reading.During the late 1960s and the early 1970s, Goodman (Peglar 2003) proposed a reading model based on psycholinguistics, named "top-down model." The model takes concept theory as basis and points out that readers predict reading materials according to previous syntax and semantic knowledge and make confirmation and modification during the reading process. The model assumes that the reading process is based on readers' previous knowledge and is a circulating process of predicting, verifying, and confirming. Under the guidance of this model, the teachers would pay too much attention to the students' previous knowledge, that is, implicit information in the reading process, and overlook basic language knowledge teaching.In intensive reading, reading has a relationship with background knowledge in reading comprehension. According to Anderson et al. (1977), "Every act of comprehension involves one's knowledge of the world as well." Reading comprehension is commonly known as an interactive mental process between a reader's linguistic knowledge, knowledge of the world, and knowledge about a given topic. Reading comprehension transfers a message from writer to reader. So, the relationship between background knowledge and reading comprehension is schema theory.There are a few advantages of schema theory. First, it helps the students to connect their ideas with past experience or background knowledge in reading a text. Second, it helps the students in understanding and interpreting new things based on the existing schema in mind. And third, it helps the students to understand not only things and experiences, but also the language describing these things and experiences, including written and spoken form.There are reasons why the students cannot understand a text. First, the students lack proper schema. Second, the students may possess adequate schema, but the author does not provide enough clues to activate the schema. Therefore, the students still cannot get the meaning. If an adequate clue is provided, the students can understand the text. Third, the students interpret the text in a consistent way, but deviate from the author's intention. The students may misunderstand the author's intention. So, it will be better if the students have the capability to interpret the author's intention deeply and also have better vocabulary to avoid misunderstanding the author's purpose or the information that is given by the author in a text.Schema TheoryThe concept of schema theory, one of the cognitivist learning theories, was first introduced in 1932 through the work of British psychologist Sir Frederic Bartlett (some suggest it was first introduced in 1926 by Jean Piaget) and was further developed mostly in the 1970s by American educational psychologist Richard Anderson. …
John X Paul - One of the best experts on this subject based on the ideXlab platform.
-
teaching reading skill using Heuristic Technique through schema theory
Social Science Research Network, 2018Co-Authors: John X Paul, G ChristopherAbstract:This paper discusses the essential role of background knowledge of the text and demonstrates the concept of schema theory, one of the cognitivist learning theories, with regard to teaching of reading to the students. The schema theory is described as a mental structure of preconceived ideas. It really connects the reader to the text and therefore the reading becomes more meaningful. The schema theory influences attention and absorption of new knowledge. Reading requires worldly knowledge, and it leads to the interactive process between the text and the reader’s prior background knowledge. So, a Heuristic Technique is used by the readers to understand the text better. This method enables the reader to discover the meaning by themselves without much effort. Therefore, the paper attempts to inform the readers that the Heuristic process in schema theory encourages and enables all the readers to feel more comfortable in perceiving the meaning of the text in the reading process so that it becomes reader-centered reading.
-
teaching reading skill using Heuristic Technique through schema theory
IUP Journal of English Studies, 2017Co-Authors: John X Paul, G ChristopherAbstract:IntroductionTeaching reading skill is really a complicated mental activity and a thinking process to experience, predict, verify, and acknowledge information according to the readers' previous information, knowledge, and experience. It is said that to understand language, a reader must utilize direct and implicit information. Direct information refers to words written down, while implicit information includes knowledge of structures and words of a language in a text and knowledge of the discussed topic and certain experience. There are three phases in the development of the reading process: Bottom-Up Model, Top-Down Model, and Interactive Model.Bottom-up model came into being in the 1960s, which emphasizes that the readers, taking reading materials as information input, start from letters and word recognition and then combine information continuously to accomplish reading activity. This model highlights that reading must be done in a fixed sequence to get a word meaning gradually and readers comprehend the reading materials mainly by language knowledge. In this model, readers' implicit information, that is, one's knowledge and life experience, is neglected and one's active processing of information is not taken into consideration. Following this model, the teachers would concentrate mostly on words, sentence patterns, and grammatical knowledge related to the reading material, but pay little attention to relevant background knowledge when teaching reading.During the late 1960s and the early 1970s, Goodman (Peglar 2003) proposed a reading model based on psycholinguistics, named "top-down model." The model takes concept theory as basis and points out that readers predict reading materials according to previous syntax and semantic knowledge and make confirmation and modification during the reading process. The model assumes that the reading process is based on readers' previous knowledge and is a circulating process of predicting, verifying, and confirming. Under the guidance of this model, the teachers would pay too much attention to the students' previous knowledge, that is, implicit information in the reading process, and overlook basic language knowledge teaching.In intensive reading, reading has a relationship with background knowledge in reading comprehension. According to Anderson et al. (1977), "Every act of comprehension involves one's knowledge of the world as well." Reading comprehension is commonly known as an interactive mental process between a reader's linguistic knowledge, knowledge of the world, and knowledge about a given topic. Reading comprehension transfers a message from writer to reader. So, the relationship between background knowledge and reading comprehension is schema theory.There are a few advantages of schema theory. First, it helps the students to connect their ideas with past experience or background knowledge in reading a text. Second, it helps the students in understanding and interpreting new things based on the existing schema in mind. And third, it helps the students to understand not only things and experiences, but also the language describing these things and experiences, including written and spoken form.There are reasons why the students cannot understand a text. First, the students lack proper schema. Second, the students may possess adequate schema, but the author does not provide enough clues to activate the schema. Therefore, the students still cannot get the meaning. If an adequate clue is provided, the students can understand the text. Third, the students interpret the text in a consistent way, but deviate from the author's intention. The students may misunderstand the author's intention. So, it will be better if the students have the capability to interpret the author's intention deeply and also have better vocabulary to avoid misunderstanding the author's purpose or the information that is given by the author in a text.Schema TheoryThe concept of schema theory, one of the cognitivist learning theories, was first introduced in 1932 through the work of British psychologist Sir Frederic Bartlett (some suggest it was first introduced in 1926 by Jean Piaget) and was further developed mostly in the 1970s by American educational psychologist Richard Anderson. …
Szymon łukasik - One of the best experts on this subject based on the ideXlab platform.
-
experimental study of selected parameters of the krill herd algorithm
IEEE Conf. on Intelligent Systems (1), 2015Co-Authors: Piotr Kowalski, Szymon łukasikAbstract:The Krill Herd Algorithm is the latest Heuristic Technique to be applied in deriving best solution within various optimization tasks. While there has been a few scientific papers written about this algorithm, none of these have described how its numerous basic parameters impact upon the quality of selected solutions. This paper is intended to contribute towards improving the aforementioned situation, by examining empirically the influence of two parameters of the Krill Herd Algorithm, notably, maximum induced speed and inertia weight. These parameters are related to the effect of the herd movement as induced by individual members. In this paper, the results of a study – based on certain examples obtained from the CEC13 competition – are being presented. They appear to show a relation between these selected two parameters and the convergence of the algorithm for particular benchmark problems. Finally, some concluding remarks, based on the performed numerical studies, are provided.
Om Prakash - One of the best experts on this subject based on the ideXlab platform.
-
survey on different meta Heuristic Technique for vanet
Social Science Research Network, 2018Co-Authors: Jyoti Thakur, Om PrakashAbstract:The combinations of these values of the parameter are large. Thus, the main goal of our work is to discover best communication cost for Ad-hoc on-demand multipath distance vector routing protocol by using a Meta-Heuristic Technique. Meta-Heuristic is designed to find, generate or select to a Heuristic that may provide a sufficiently good solution to the optimization problem. This paper displays the review of many meta-Heuristic Techniques by using PSO (particle swarm optimization), TLBO (teacher learning-based optimization), MO(magnetic Optimization), GA (genetic algorithm), ABC (artificial bee colony) etc. to find the optimal value of parameters. The parameters are AE2ED, PDR, NRL and these parameters had been analyzed under the above-given Techniques which have been shown through a table. This paper also displays the comparative analysis of different MetaHeuristic Techniques.
Leandro Ramos De Araujo - One of the best experts on this subject based on the ideXlab platform.
-
a new distribution system reconfiguration approach using optimum power flow and sensitivity analysis for loss reduction
IEEE Transactions on Power Systems, 2006Co-Authors: Flavio V Gomes, S Carneiro, J L R Pereira, M P Vinagre, Paulo A Garcia, Leandro Ramos De AraujoAbstract:This paper presents a new approach for distribution system reconfiguration (DSR) based on optimum power flow (OPF) in which the branch statuses (open/close) are represented by continuous functions. In the proposed approach, all branches are initially considered closed, and from the OPF results, a Heuristic Technique is used to determine the next loop to be broken by opening one switch. Then the list of switches that are candidates to be opened is updated, and the above process is repeated until all loops are broken, making the distribution system radial. This paper includes results and comparisons on test systems utilized in three classical papers published in the technical literature, as well as in a previous paper by the authors. Results obtained on a real large-scale distribution system are also presented