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Title
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Word problem structure and its effect on the transfer of learning to solve algebra word problems
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Creator
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Chang, Kuo-Liang
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Date
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2010
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Collection
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Electronic Theses & Dissertations
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Description
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A problem in learning to solve mathematics word problems students have been facing is to transfer the learned problem-solving knowledge from one story context to another story context. Some studies have provided evidence showing that structure facilitates transfer of learning to solve word problems. However, it is still under development for what algebra word problem structures students can recognize and what kinds of structures are effective for what kinds of algebra word problems regarding...
Show moreA problem in learning to solve mathematics word problems students have been facing is to transfer the learned problem-solving knowledge from one story context to another story context. Some studies have provided evidence showing that structure facilitates transfer of learning to solve word problems. However, it is still under development for what algebra word problem structures students can recognize and what kinds of structures are effective for what kinds of algebra word problems regarding transfer of learning. In this dissertation, I explored the following three questions: (1) "What are the structures that students can recognize in the domain of algebra word problem?" (2) "What are the difficulties students will encounter when trying to find structures of algebra word problems?" and (3) "Are particular structures helpful in teaching for transfer of learning to solve algebra word problems?" Sixty-one college students participated in a 2-hour controlled experiment and 10-minute one-to-one interview. The results showed several word problem structures students recognized or created, and multiple levels of difficulties students encountered when trying to structure algebra word problems. The results also showed that students who received structure-based instruction had better performance in some types of transfer of learning to solve algebra word problems.
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Title
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Word segmentation for Japanese and English speakers : language-independent and language-dependent cues
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Creator
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Uehara, Sayako
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Date
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2019
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Collection
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Electronic Theses & Dissertations
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Description
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"Phonotactic knowledge and experience-independent knowledge have both been argued to cue word segmentation in prior studies (e.g. Ettlinger, Finn, & Hudson Kam, 2011; McQueen, 1998). This dissertation attempts to compare the effect of two types of cues, language-independent and language-dependent knowledge, on word segmentation. The specific cues selected for each type were the Sonority Sequencing Principle (SSP) as a language-independent cue and geminates (double consonants) as a language...
Show more"Phonotactic knowledge and experience-independent knowledge have both been argued to cue word segmentation in prior studies (e.g. Ettlinger, Finn, & Hudson Kam, 2011; McQueen, 1998). This dissertation attempts to compare the effect of two types of cues, language-independent and language-dependent knowledge, on word segmentation. The specific cues selected for each type were the Sonority Sequencing Principle (SSP) as a language-independent cue and geminates (double consonants) as a language-dependent cue. The effectiveness of the cues was determined by two groups of speakers with different language background, native Japanese and native American English speakers. The two languages were chosen particularly because they contrast in two aspects relevant to these specific cues: (1) Japanese has a simple syllable structure, no consonant clusters (except for consonant-glide sequences), while English has an extensive set of bi-consonantal clusters and limited tri-consonantal clusters. (2) Japanese has a phonemic consonant length contrast (singletons vs. geminates), while English lacks such a contrast. Details of (1) are relevant for testing the SSP, and those of (2) for testing geminates as a cue to word segmentation. The results from three artificial language learning experiments (Experiment 1, 2, and 3) consistently indicate, contrary to prior claims, that the (language-independent) SSP is not a reliable cue to segment speech strings for both language groups, regardless of the difference in syllable structure. On the other hand, knowledge about language-dependent geminates seems to be a good predictor as to how speakers segment words from a string with word-internal geminates (Experiment 4 and 5). Japanese speakers, whose language has a phonemic contrast between geminates and singleton consonants, consistently segmented the speech string so that geminates were retained within words, whereas English speakers without such a contrast in their native language tended to break up the string at geminates. Moreover, the results indicate that listeners are able to rely heavily on the transitional probability (TP) of the syllables to segment the string, primarily when the structure of the stimulus words in the target speech string is simple. From the results of this study, language-dependent knowledge seems to be more effective than language-independent knowledge in word segmentation."--Pages ii-iii.
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Title
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Work Satisfaction Through Person-Environment Fit : Integrating Ability, Personality, and Interest
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Creator
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Walker, Ross Ian
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Date
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2020
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Collection
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Electronic Theses & Dissertations
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Description
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Person-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction...
Show morePerson-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction. Results echo previous findings on the primacy of the environment in PE fit and the utility of Prediger’s (1982) meta-dimensions in an integrative framework for individual differences. While the domains showed differential predictive validity (i.e., abilities > personality > interests), the nature of those fit relationships varied substantially, both within and between domains, with scant evidence of strict congruence effects overall. Implications for theory and practice are discussed with an emphasis on job tasks and complexity.
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