The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.

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This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

This research used case study methodology with both qualitative and quantitative research tools to examine the transfer of learning from the classroom to the cooperative education workplace and the relationship of students’ learning styles to this transfer of learning in a Bachelor of Applied Business program at a large comprehensive College of Applied Arts and Technology in Ontario. Kolb’s experiential learning theory was used as the conceptual framework. A purposive convenience sample of six students (28.6%) who had completed the second of three cooperative education work terms in the program participated and completed all components of the study. The research findings led to six conclusions: 1. Foundation skills learned in the classroom, such as communication and technical skills, and in this case general business concepts, are used in all of the cooperative education workplace experiences in this study. 2. The co-op work term experience itself, including the workplace environment and culture, is more important than the student’s learning style in explaining the learning from the classroom that a student is able to transfer to the co-op workplace. 3. Co-op experiences may not challenge students to the level they may be capable of with respect to what they have learned in class. 4. A co-op work term learning plan, opportunity to use previous learning, and a supportive co-op environment are important for students to be able to transfer their learning from the classroom to the cooperative education workplace experience. 5. Perceived barriers to transfer of learning can also provide the opportunity for learning experiences. 6. The program curriculum design plays a role in enabling transfer of learning. Several recommendations related to implications for practice were also identified. These included the need to reinforce the importance of communication and technical skills with students, providing a variety of learning experiences, designing curriculum to link classroom learning with the co-op experience, selecting co-op experiences so as to ensure alignment between the students’ knowledge and abilities and the opportunities available, providing formal orientation and training to cooperative education employer supervisors, and aligning the work term learning plan with the program curriculum.

This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 81-84).

Thesis (Ph. D.)--Washington State University, 2000. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 81-84). Also available in print.

O objetivo desse estudo foi analisar a preferência podal e assimetrias interlaterais de desempenho no chute de potência em crianças. Vinte e quatro meninos praticantes de futsal foram divididos em três grupos etários: seis, oito e 10 anos. A análise da preferência podal foi realizada por meio da observação da preferência de uso por uma das pernas em diferentes tarefas motoras, classificadas nas categorias: estabilização, mobilização geral (sem relação com tarefas do futebol) e mobilização específica (tarefas relacionadas ao futebol). A análise da assimetria de desempenho foi feita em função de parâmetros cinemáticos, após as crianças terem sido filmadas no desempenho do chute com a perna preferida e com a perna não-preferida com marcadores nas articulações do ombro, quadril, joelho e tornozelo. A avaliação da preferência podal indicou diferenças significativas entre as tarefas de estabilização e as de mobilização. Nas tarefas de estabilização os três grupos apresentaram grande variabilidade, o que abrangeu desde preferência esquerda consistente a preferência direita consistente. Nas tarefas de mobilização a grande maioria das crianças apresentou preferência podal direita consistente em todas as idades. Os resultados indicaram que a preferência podal é dependente da tarefa. A avaliação de desempenho indicou vantagem da perna direita na maioria das variáveis e nenhuma alteração da relação de desempenho entre uma perna e outra foi detectada entre as idades. Esses achados sugerem um desenvolvimento bilateral do chute, propiciado por mecanismos de transferência interlateral de aprendizagem. Tais resultados indicam que a preferência podal e as assimetrias interlaterais de desempenho são similares entre crianças de diferentes faixas etárias com prática regular em ações motoras relacionadas ao futebol / This study aimed at assessing podal preference and interlateral asymmetries in the performance of kicking in children. Twenty-four soccer player males were assigned to three age groups: 6, 8, and 10-year olds. Lateral preference was assessed on the basis of frequency of use of the right and the left foot/leg to perform different podal tasks, characteristic of the following categories: stabilization (balance tasks), general mobilization (tasks unrelated to soccer), and specific mobilization (tasks related to soccer). Performance asymmetry was quantified with different kinematic parameters, on the basis of images of kicking of either body side, using markers on the shoulder, hip, knee, and ankle joints. The results from assessment of podal preference indicated that for the stabilization tasks the three age groups presented a great variability, ranging from consistent preference for the left leg to consistent preference for the right leg. In both categories of mobilization tasks consistent preference for the right leg was prevalent in all ages. These results showed that podal preference is task-dependent. Analysis of performance asymmetry revealed a right leg advantage in most variables, and that no modification of the relationship between the legs was detected across ages. These findings suggest a bilateral development of kicking, possibly due to mechanisms of interlateral transfer of learning. These results indicate that both podal preference and interlateral podal asymmetries of performance are similar between children of different ages having regular practice in motor actions related to soccer

A compreensão do processo de aprendizagem motora é de real importância para a atividade fisioterapêutica, visto que as abordagens e técnicas visam à mudança e o aperfeiçoamento de uma atividade motora ou mesmo a aquisição de uma nova habilidade. Neste processo a prática realizada tem implicação direta na aprendizagem motora. Objetivo: comparar os efeitos da prática combinada (iniciada pelo treino mental, seguido pelo treino físico, com distribuição proporcionada entre os mesmos), com os efeitos da prática mental e física isoladas, sobre aquisição, retenção, transferência inter tarefa e inter manual em crianças de 9 a 10 anos. Método: participaram do estudo 36 crianças, divididas em 3 grupos de acordo com o tipo de prática realizada: o grupo PM está composto 12 crianças, o PF por 12 crianças e o PC por 12 crianças. O treinamento foi realizado em sessão única e constituiu da repetição de 2400 movimentos de uma sequência de movimentos de oposição dos dedos. Todos os grupos foram submetidos às mesmas avaliações antes do treinamento, depois do treinamento, 4, 7, e 28 dias após o treinamento. A aquisição, a retenção e a transferência foram avaliados por meio da análise de variância (ANOVA). Para todas as interações que alcançaram nível de significância (p<0,05) foi aplicado o pós-teste de Tukey. Resultados: para o tempo de treinamento, tanto a PM quanto a PF proporcionaram melhora progressiva da velocidade ao longo dos blocos, já a PC proporcionou melhora inicial entre os dois primeiros blocos, e piora na velocidade do segundo para o terceiro que não se modificou até o final do treino. A análise da aquisição evidenciou que a PC proporcionou ao final do treino o mesmo nível de desempenho da PM, mas inferior ao obtido pela PF. Para retenção, a PC proporcionou os mesmo níveis obtidos pela PF e PM, com ganhos adicionais tardios. Para a transferência inter-sequência e intermanual, a PC permitiu a transferência do desempenho obtido por meio do treino da ST para a SR de forma similar a PM, mas superior a PF. Conclusão: a prática combinada não mostrou vantagens em comparação a prática física ou mental isoladas para a aprendizagem, retenção de uma tarefa de oposição sequencial de dedos em crianças de 9 e 10 anos. Entretanto, mostrou-se mais eficiente que a prática física isolada para a transferência inter-sequências e intermanual, alcançando a mesma eficiência da prática mental isolada. Assim, as três formas de prática foram igualmente eficientes para a aprendizagem e retenção de movimentos sequenciais e a prática mental, combinada ou não com a prática física foi mais eficiente que a prática física isolada para a transferência inter-sequências e intermanual / Understanding the process of motor learning it is important to physiotherapy so that approaches and techniques designed to change and improve motor activity or even the acquisition of a new skill. In this process the practice has held direct implication in motor learning. Purpose: To compare the effects of combined practice (initiated by mental training, followed by physical training, with distribution provided between them), with the effects of mental and physical practice isolated on acquisition, retention and transfer on the learning of sequential finger opposition movements in children 9-10 years. Methods: This study included thirty-six 9 to 10 year-old children that were randomly allocated into three groups: mental practice (MP), physical practice (PP), and combined (PC). The training was conducted in a single session and consisted repetition of 2400 movements sequence of finger opposition movements. All groups underwent the same evaluations before training, after training, 4, 7, and 28 days after training. The acquisition, retention and transfer were evaluated by analysis of variance (ANOVA). For all interactions that reached statistical significance (p <0.05) was applied post-Tukey test. Results: The training time for both the MP and FP provided progressive improvement in speed over the blocks, the CP has provided initial improvement between the first two blocks, and worsened speed from the second to the third that did not change until the end of the training. The analysis showed that acquisition of the CP at the end of the training provided the same level of performance of the MP, but lower than that obtained by the FP. For retention, the CP showed the same levels obtained by the FP and MP, with additional gains late. For inter-sequence and intermanual transfer, CP allowed to transfer performance obtained by training for the trained sequence similarly to reverse sequence by MP, but exceeding FP. Conclusion: The combined practice showed no advantages compared to physical or mental practice isolated to learning retention task of sequential finger opposition in children aged 9 and 10 years. However, proved more efficient than single physical practice to transfer inter-sequences and intermanual, achieving the same efficiency of mental practice alone. So the three forms of practice were equally efficient for learning and retention of sequential movements and mental practice, whether or not combined with physical practice was more effective than physical practice alone for transfer