Here are the 250 most important words students need to know to be successful in college and beyond, from the former education editor of the New York Times and a leading authority on college admissions. Each entry contains information on the word origin, a complete definition, and example sentences, making it both the perfect gift for high school graduation and an effective tool for expanding a student's vocabulary, increasing word comprehension, and honing their writing skills. This is the perfect book for giving young adults entering college or starting a career a clear advantage before they begin / https://dc.etsu.edu/alumni_books/1025/thumbnail.jpg

The purpose of this study was to develop, digitally record, evaluate, and psychometrically equate a set of Arabic monosyllabic word lists to use in the measurement of the word recognition score. Familiar Arabic monosyllabic words were digitally recorded by a native male talker from Jordan who was judged to have a standard Arabic dialect. Twenty native Arabic participants with normal hearing were used as subjects to determine the percentage of correct word recognition for each word at 10 intensity levels ranging from -5 to 40 dB HL in 5 dB increments. The monosyllabic word data were analyzed using logistic regression. The words producing the steepest psychometric function were included in the final word lists. Four lists of 50 words each were created and eight half-lists (25 words each) were created from the four lists. A Chi-square analysis was performed, revealing no statistical differences among the lists and half-lists. The mean monosyllabic psychometric function slopes at 50% for lists and half-lists were 4.8%/dB.

<p>Abstract</p><p>Title: Serial recall of two-voice lists: Words are not perceptually organized by voice.</p><p>The present study examined how voice affects the perceptual grouping of words in short-term memory that are auditory presented. Three different voice-lists were used: single-voice, alternating-voice and split-voice. In single-voice lists all words were presented in the same voice. In alternating-voice lists words were presented alternately in a male and a female voice. Finally, in split-voice lists words were presented grouped four and four in a male and a female voice. It was hypothesized that recall would be best for split-voice lists, especially at serial position 4 and 5. This was not confirmed. However, in line with earlier investigations, a recall advantage of single-voice lists was found in comparison with recall of alternating-voice lists at the beginning of the serial position curve. Taken together, these results suggest that words are not perceptually organized by voice in short-term memory. Like earlier studies this study found that recall of single-voice lists was better than alternating-voice lists at the first serial position, a result that yet has to be explained.</p><p>Keywords: Multi-voice lists, serial recall, short-term memory, perceptual organization</p>

Abstract Title: Serial recall of two-voice lists: Words are not perceptually organized by voice. The present study examined how voice affects the perceptual grouping of words in short-term memory that are auditory presented. Three different voice-lists were used: single-voice, alternating-voice and split-voice. In single-voice lists all words were presented in the same voice. In alternating-voice lists words were presented alternately in a male and a female voice. Finally, in split-voice lists words were presented grouped four and four in a male and a female voice. It was hypothesized that recall would be best for split-voice lists, especially at serial position 4 and 5. This was not confirmed. However, in line with earlier investigations, a recall advantage of single-voice lists was found in comparison with recall of alternating-voice lists at the beginning of the serial position curve. Taken together, these results suggest that words are not perceptually organized by voice in short-term memory. Like earlier studies this study found that recall of single-voice lists was better than alternating-voice lists at the first serial position, a result that yet has to be explained. Keywords: Multi-voice lists, serial recall, short-term memory, perceptual organization

The present study investigates which of two vocabulary learning methods best promotes long-term retention of the meaning and spelling of words. The first method is rote learning, i.e. learning by word lists, which requires pupils to memorize the meaning of new words by L1 translation. The second method is learning by sentence writing, which requires pupils to memorize new words by making up their own sentences in order to establish links between old and new knowledge.   16 pupils took part in the experiment; all were approximately 11 years old. The participants were randomly assigned to two groups. All the participants were given one receptive and one productive recall test, both in the immediate and delayed post-tests. The result demonstrates that pupils who learn words using word lists only remember words in the short-term retention, while the sentence writing method results in greater long-term retention.

Not available / text

Diss. (sammanfattning) Uppsala : Uppsala universitet, 2005. / Härtill 4 uppsatser.

Thesis--Freiburg i. B. / Vita. Includes bibliographical references (p. 373-392).

Thesis (M.S.)--Ohio University, June, 1997. / Title from PDF t.p.

Thesis (Ph.D. )--University of Tennessee Health Science Center, 2008. / Title from title page screen (viewed on April 24, 2008 ). Research advisor: Shelly White-Means, Ph.D. Document formatted into pages (xi, 101 p. : ill.). Vita. Abstract. Includes bibliographical references (p. 94-100).