Taiwanese Learners’ Motivation and Attitude Towards Completing an Online Distance Education Course During a One Year Industrial Placement

This mixed methods study investigated language learning motivation in an one-year e-learning course for technological university students to bridge the geographical divide between students on industrial placements when studying graded readers using an e-learning course to improve their English competence and to pass the General English Proficiency Test. Data was collected through questionnaires and course feedback. The results of this study extend Gardner’s socio-educational model in an e-learning environment by adding the new category, Computer Attitudes, which was proven to be highly correlated with Motivation. Although the low proficiency English students had good computer skills, their habits of using the computer for entertainment and their lack of the skill of “technological communication efficacy” caused increased anxiety when using computers and thus provided them with a lower computer confidence over time. Consequently, it is recommended that sound e-learning training should be provided to all of the students prior to embarking on an e-leaning course so that these learners can benefit from online language learning in the future.

Prosodic Characteristics of Skilled Reading: Fluency and Expressiveness in 8- 10-year-old Readers

Statistical methods of describing prosody were used to study fluency, expressiveness and their relationship among 8-10-year-old readers. There were robust relationships between expressiveness and variables associated with pitch mobility; and between fluency and measures associated with temporal organization. Interactions indicated that the relationships were not simple. Differences between groups depended on sentence content and position. Some measures offer a basis for rules aimed at assigning individuals to skill categories. The effects suggest psychological hypotheses about the underlying mechanisms.

Graded Relative Evidence

Relative Evidential Supports (RES) was developed and justified several years ago as a non-numeric apparatus that allows us to compare evidential supports for alternative conclusions when making a decision. An extension called Graded Relative Evidence (GRE) of the RES concept of pairwise balancing and trading-off of evidence is reported here which keeps its basic features of simplicity and perspicacity but enriches its modelling fidelity by permitting very modest and intuitive variations in degrees of outweighing (which the essentially binary RES does not). The formal justification is very simply based on linkages to RES and to the Dempster - Shafer theory of evidence. The use of the simple extension is illustrated and to a small degree further justified empirically by application to a topical scientific debate about what is called the Congo Crossover Conjecture here. This decision-making instance is chosen because of the wealth of evidence that has been accumulated on both sides of the debate and the range of evidence strengths manifested in it. The conjecture is that the advent of Aids was in the late 1950s in the Congo when a vaccine for polio was allegedly cultivated in the kidneys of chimpanzees which allowed the Aids infection to cross over to humans from primates. © 2005 Springer.

SK1 of graded division algebras

The reduced Whitehead group $\SK$ of a graded division algebra graded by a torsion-free abelian group is studied. It is observed that the computations here are much more straightforward than in the non-graded setting. Bridges to the ungraded case are then established by the following two theorems: It is proved that $\SK$ of a tame valued division algebra over a henselian field coincides with $\SK$ of its associated graded division algebra. Furthermore, it is shown that $\SK$ of a graded division algebra is isomorphic to $\SK$ of its quotient division algebra. The first theorem gives the established formulas for the reduced Whitehead group of certain valued division algebras in a unified manner, whereas the latter theorem covers the stability of reduced Whitehead groups, and also describes $\SK$ for generic abelian crossed products.

Unitary SK1 of unitary and graded division algebras

The reduced unitary Whitehead group $\SK$ of a graded division algebra equipped with a unitary involution (i.e., an involution of the second kind) and graded by a torsion-free abelian group is studied. It is shown that calculations in the graded setting are much simpler than their nongraded counterparts. The bridge to the non-graded case is established by proving that the unitary $\SK$ of a tame valued division algebra wih a unitary involution over a henselian field coincides with the unitary $\SK$ of its associated graded division algebra. As a consequence, the graded approach allows us not only to recover results available in the literature with substantially easier proofs, but also to calculate the unitary $\SK$ for much wider classes of division algebras over henselian fields.

A note on the graded K-theory of certain graded rings

Following ideas of Quillen we prove that the graded K-theory of a Z-multi-graded ring with support contained in a pointed cone is entirely determined by the K-theory of the sub-ring of elements of degree 0.

Basic auditory processing skills and phonological awareness in low-IQ readers and typically developing controls

We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task. Compared to age-matched controls, the children with low IQ and low reading skills were significantly impaired in auditory and phonological processing, whereas the children with low IQ and preserved reading skills were not. There were also significant predictive relations between auditory processing and single word reading. Poor auditory processing was not dependent on low IQ, as auditory processing was age appropriate in the low-IQ children who were good readers.