Spelling suggestions: "subject:"work recognition""
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The role of visual and orthographic skills in reading among Chinese dyslexic childrenKwan, Pun-lok, David., 關本樂. January 2004 (has links)
published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy
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Multi Criteria Mapping Based on SVM and Clustering MethodsDiddikadi, Abhishek 09 November 2015 (has links) (PDF)
There are many more ways to automate the application process like using some commercial software’s that are used in big organizations to scan bills and forms, but this application is only for the static frames or formats. In our application, we are trying to automate the non-static frames as the study certificate we get are from different counties with different universities. Each and every university have there one format of certificates, so we try developing a very new application that can commonly work for all the frames or formats. As we observe many applicants are from same university which have a common format of the certificate, if we implement this type of tools, then we can analyze this sort of certificates in a simple way within very less time. To make this process more accurate we try implementing SVM and Clustering methods. With these methods we can accurately map courses in certificates to ASE study path if not to exclude list. A grade calculation is done for courses which are mapped to an ASE list by separating the data for both labs and courses in it. At the end, we try to award some points, which includes points from ASE related courses, work experience, specialization certificates and German language skills. Finally, these points are provided to the chair to select the applicant for master course ASE.
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A Role for Partial Awareness in the Modulation of Semantic Priming EffectsThomas, Joseph Denard January 2008 (has links)
The present study sought to investigate the extent to which masked semantic priming is an automatic process and whether its effects vary depending upon the type of stimuli used. Recent studies have shown that there is a differential priming effect for prime-target pairs with different types of semantic relationships. Here, using a semantic categorization task with masked priming, we compared the effects of synonym, antonym,and associatively related non-exemplar prime-target pairs when presented at different stimulus onset asynchronies (SOAs). Participants took a prime visibility posttest in conjunction with the categorization task which served as a measure of "partial awareness" of the prime. The results here indicate that differences in perceptual awareness may produce differential semantic priming patterns across the semantic relationships and SOAs considered. Potential mechanisms for this divergence are proposed.
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Bilingual Lexical Representation and Processing: Evidence from Masked Priming StudiesWang, Xin January 2007 (has links)
Most bilingual lexical models assume that L1 and L2 either share the same semantic system, or are distinguished at the semantic level but connected through lexical associations. For example, the Revised Hierarchical Model (Kroll & Stewart, 1994) assumes the stronger access from L2 to concepts via the L1 lexical representation at the early stage of L2 acquisition and direct access to concepts after L2 proficiency is achieved. However, the model is not well supported by subsequent empirical evidence, and encounters difficulty in explaining cross-language priming data. The recently developed Sense Model (Finkbeiner, M., Forster, K., Nicol, J., & Nakamura, K., 2004) assumes a direct access from the L2 form to its related meaning and argues for the representational asymmetry in lexical semantics between L1 and L2. This model was designed to account for the translation asymmetry and task effect in the masked priming literature: L2-L1 priming is not observed in lexical decision due to the small proportion of L1 senses activated by the L2 prime; however, the category provides a context which restricts L1 sense activation and thus enhances the effectiveness of the L2 prime in semantic categorization. This dissertation reports the results of several semantic categorization experiments designed to test several assumptions of the Sense Model. Experiments 1-4 investigated whether the Category Restriction Hypothesis assumed by the Sense Model was empirically supported when congruence effects are minimized. The results showed that translation priming could be obtained for exemplars when congruence effects were controlled, but that there were no effects for non-exemplars, as predicted by the Sense Model. Subsequent experiments showed that category size is an important variable, since L2-L1 priming was not obtained with large categories (e.g., living thing), which was taken to indicate that a large category is ineffective as a 'focusing' device to enhance the activation of L2 semantic senses. Finally, it was shown that the priming asymmetry in lexical decision was not due to differential degrees of semantic activation of the prime in L1 and L2.
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Spoken word recognition as a function of lexical knowledge and language proficiency level in adult ESL learnersBarbour, Ross Patrick 05 1900 (has links)
This study assesses the usefulness of Marsien-Wilson’s (1989, 1987; Marsien
Wilson & Welsh, 1978) cohort model of spoken (first language) word recognition as a
method of explaining the high-speed, on-line processes involved in recognizing spoken
words while listening to a second language. Two important assumptions of the model
are: 1) syntactic and semantic properties of mental lexical entries can function to-facilitate
spoken word recognition and 2) spoken word recognition is a function of the
frequency of exposure to words in the general language environment. These
assumptions were tested in three functionally defined levels of language proficiency:
Native Speakers of English, Fluent Users of ESL, and Advanced learners of ESL. Their
performance was compared on a reading cloze test and a spoken-word recognition task
in which there were five different levels of contextual richness prior to a target word,
and two levels of word frequency.
The cloze results indicated that the three groups differed in their general English
proficiency. Congruent with the cohort model, there was a significant overall effect of
sentence context and word frequency on recognition latency. Despite the difference in
cloze scores and immersion experience between the two ESL groups, there were no
reliable differences in their recognition latencies or latency profiles across sentence
contexts or across word frequency. There was an interaction of ESL group, word
frequency, and sentence context. This may be due to a reorganization of rules used
during processing or a restructuring of lexical knowledge. There was also an
interesting non-linear relationship between recognition latency and language immersion
time. Spoken word recognition speed decreased in the early immersion experience, and
then increased with further exposure.
There was a significant difference in overall mean recognition latency between
the Native and the ESL speakers, with the ESL subjects responding on average 98 msec
slower than the Native Speakers. However, there were no significant differences in the
way Native Speakers and the ESL subjects used sentence context. In contrast with the
comparison across the sentential contexts, there was a significant difference in the
recognition profiles of the Native English speakers and the ESL subjects across word
frequency.
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Barking at Emotionally-Laden Words: The Role of AttentionHaskell, Christie Rose Marie January 2013 (has links)
It has long been held that processing at the single word level during reading is automatic. However, research has recently begun to emerge that challenges this view. The literature surrounding the processing of emotion while recognizing printed words is limited, but some findings in the processing of emotion in faces suggest that negative stimuli (especially threat stimuli) promote quick and accurate processing. The purpose of the present experiments is to investigate whether negative emotionally-laden words are afforded priority processing in visual word recognition compared to positive emotionally-laden words. Two experiments are reported that manipulated the lexicality and valence of the target and distractor stimuli (Experiments 1 & 2), the validity of a spatial pre-cue (Experiments 1 & 2), and the presence of a distractor item (Experiment 2). Participants were asked to determine whether the target stimulus spelled a word or not. Response times on valid trials were faster compared to invalid trials, response times to negative emotionally-laden words were slower compared to positive emotionally-laden words, and the presence of a distractor item encouraged better focus on the target stimuli in the absence of any evidence that the valence of the distractor itself was processed. These results are consistent with the hypothesis that visual word recognition is not automatic given that processing benefited from the accurate direction of spatial attention. Furthermore, negative emotionally-laden words benefited equally compared to positive emotionally-laden words and therefore provide no evidence of automatic processing.
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Orthographic effects in speech perception do we represent what we never hear? /Ranbom, Larissa J. January 2009 (has links)
Thesis (Ph. D.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.
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The role of paired-associate learning skill and rapid naming in learning to read ChineseKang, Cuiping. January 2010 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 120-131). Also available in print.
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The role of syntactic appropriateness and frequency in word recognitionFarrar, William Thomas. January 1900 (has links)
Thesis (Ph. D.)--University of California, Santa Cruz, 1993. / Typescript. Includes bibliographical references (68-71).
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Productivity of Russian language stem extensions : evidence for and a formalization of network theory /Kapatsinski, Vsevolod M. January 2005 (has links) (PDF)
Thesis (M.A.)--University of New Mexico, 2005. / "May, 2005." Includes bibliographical references (leaves 162-180). Also available online.
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