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This study investigated the use of electromyographic feedback in regulating the frequency of part-word repetitions. Two adult stutterers, one female (Subject A) and one male (Subject B) were employed. The frequency of part-word repetitions during baserate, EMG uV raising, and EMG uV lowering conditions was assessed for Subject B. As hypothesized, results indicate that there was a notable decline in the frequency of part-word repetitions during the EMG uV lowering sessions. However, contrary to the second hypothesis, (i.e. that an increase in EMG uV would correspond with an increase in part-word repetitions) there was also a decline in the frequency of part-word repetitions during the EMG raising sessions.

This Master’s thesis investigates the language of words and images in the work of Belgian poet and painter Henri Michaux (1899-1984) through the practice of translation. I have chosen to translate texts that serve as critical and poetic inquiries into the nature of verbal and visual representation. In the critical introduction preceding the translations, I analyze Michaux’s relationship to the languages of words and images in the selected works. The selected translations appear in two sections: “On Words and Images” and “Images in Words.” In the first, I translate selections from Michaux’s reflective works on the practice of painting and writing. These include the essay “En pensant au phénomène de la peinture,” first published in Peintures et dessins (1946) and selections from Émergences-résurgences (1972). In the second, I translate selections from works of ekphrastic poetry, including “Dessins commentés,” first published in La nuit remue (1935), “Aventures de lignes,” from Passages (1937-1963) (1950, 1963), Lecture par Henri Michaux de huit lithographies de Zao Wou-Ki (1950) and En rêvant à partir de peintures énigmatiques (1972). I propose that these texts reflect Michaux’s hybrid view of representation. They embody a search for an ideal language that is neither purely verbal nor visual, calling for both words and images.

Counting is the first formal exposure for children to learn numerals, which are constructed with a set of syntactic rules. Young children undergo many stages of rote-memorization of the sequence and eventually count through 100. What core knowledge is necessary to expand their number knowledge to higher numbers? The compositionality of numerals is a key to understanding the natural number system as in learning languages. Higher numbers (e.g., two hundred five) are constructed with the lexical items such as earlier numbers (e.g., one to nine) and multipliers. If children develop their understanding of the compositionality of numerals, they might comprehend complex numerals far beyond their count list. In a novel task, the Number Word Comparison task, we tested whether children’s skill to compare the ones (e.g., five versus eight) can extend to complex numerals (e.g., two hundred five versus two hundred eight). Sixty-eight preschoolers completed three tasks, which measured counting fluency, number word comparison skills, and their cardinal principle knowledge. Children who were capable of comparing the ones performed above chance on average in comparing complex numerals. The performance in comparing complex numerals was strongly associated with their counting fluency. Based on these empirical results, we discuss a linguistic account of number acquisition in early childhood, proposing a link between learning the syntax of numerals and understanding the meaning behind them.

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Purpose: The purpose of this study was to determine the effect of word processing on students' composition when used as a tool in the revision/editing stages of the writing process. Procedure: Two experimental groups were established; Group A Computer, Group B No Computer. For each group, the generic method of teaching writing remained the same. Group A, however, was able to use the microcomputer in editing their work; Group B was not. Final essays were scored by independent raters and the data were analyzed by the use of the independent 1-test. A Pearson product -moment correlation coefficient was computed to assess interrater reliability. Conclusion: This study suggests there is a significant positive difference in student writings when the microcomputer is used as a word processor in the revision/editing stages of writing.

This thesis describes ideas and theories behind machine translatinon, informs the reader about existing machine translation system Moses and by utilizing it proposes system, which is able to learn and later translate from Czech language into Slovak language.

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I denna kvalitativa intervjustudie har fyra lärare beskrivit sina upplevelser av att arbeta med vokabulär i engelska. Frågorna har handlat om hur lärare beskriver sin undervisning kring vokabulär i engelska årskurserna 4–6, samt vilka utmaningar som kan uppstå. De semi-strukturerade intervjuerna har sedan transkriberats och analyserats utifrån den kognitiva teorin, med hjälp av en tematisk analys. Resultatet visar att undervisningen vanligtvis är läromedelscentrerad, där vokabulärinlärningen kan frodas eller utmanas beroende på material och val av arbetssätt. Lärarna använde sig även av glosförhör som metod, även om några av lärarna själva ifrågasatt metoden på grund av hur den sedan vanligtvis inte följs upp i undervisningen