Completing the picture: the effects of video game practice on verbal and performance I.Q. scores in high functioning children

The strength and nature of the video game practice effect on tests of visual and perceptual skills were examined using high functioning Grades Four and Five students who had been tested with the WISC-R .for the purpose of gifted identification and placement. The control group, who did not own and .play video games on a sustained basis, and the experimental group, who did own a video game system and had some mastery of video games, including the -Nintendo game, "Tetris", were each composed of 18 juniorg:r;-ade students and were chosen from pre-existing conditions. The experimental group corresponded to the control group in terms of age, sex, and community. Data on the Verbal and Performance I.Q. Scores were· collected for both groups and the author was interested in the difference between the Verbal and Performance Scores within each group, anticipating a P > V outcome for the experimental group. The results showed a significant P > V difference in the experimental, video game playing group, as expected, but no significant difference between the Performance $cores of the control and experimental groups. The results, thus, indicated lower Verbal I.Q. Scores in the experimental group relat'ive to 'the control group.' The study conclu~ed that information about a sUbject's video game experience and "learhing style pref~rence is important for a clear interpretation of the Verbal and Performance I.Q. Scores of the WISC-R. Although the time spent on video game play may, 'indeed, increase P~rformance Scores relative to Verbal Scores for an individual, the possibilities exist that the time borrowed and spent away from language based activities may retard verbal growth and/or that the cognitive style associated with some Performance I.Q.subtests may have a negative effect on the approach to the tasks on the Verbal I.Q. Scale. The study also discussed the possibility that exposure to ,the video game experience, in pre-puberty, can provide spatial instruction which will result in improved spatial skills. strong spatial skills have been linked to improved performance and preference in mathematics, science, and engineering and it was suggested that appropriate video game play might be a way to involve girls more in the fields of mathematics and science.

Extending relAPS to first order logic

RelAPS is an interactive system assisting in proving relation-algebraic theorems. The aim of the system is to provide an environment where a user can perform a relation-algebraic proof similar to doing it using pencil and paper. The previous version of RelAPS accepts only Horn-formulas. To extend the system to first order logic, we have defined and implemented a new language based on theory of allegories as well as a new calculus. The language has two different kinds of terms; object terms and relational terms, where object terms are built from object constant symbols and object variables, and relational terms from typed relational constant symbols, typed relational variables, typed operation symbols and the regular operations available in any allegory. The calculus is a mixture of natural deduction and the sequent calculus. It is formulated in a sequent style but with exactly one formula on the right-hand side. We have shown soundness and completeness of this new logic which verifies that the underlying proof system of RelAPS is working correctly.

Exploratory study : exploring the effectiveness of a literacy-based intervention with children with language impairments

Research points clearly to the need for all concerned stakeholders to adopt a preventative approach while intervening with children who are at-risk for future reading disabilities. Research has indicated also that a particular sub-group of children at-risk for reading impairments include preschool children with language impairments (Catts, 1993). Preschool children with language impairments may have difficulties with emergent literacy skills - important prerequisite skills necessary for successful formal reading. Only in the past decade have researchers begun to study the effects of emergent literacy intervention on preschool children with language impairments. As such, the current study continues this investigation of how to effectively implement an emergent literacy therapy aimed at supporting preschool children with language impairments. In addition to this, the current study explores emergent literacy intervention within an applied clinical setting. The setting, presents a host of methodological and theoretical challenges - challenges that will advance the field of understanding children within naturalistic settings. This exploratory study included thirty-eight participants who were recruited from Speech Services Niagara, a local preschool speech and language program. Using a between-group pre- and posttest design, this study compared two intervention approaches - an experimental emergent literacy intervention and a traditional language intervention. The experimental intervention was adopted from Read It Again! (Justice, McGinty, Beckman, & Kilday, 2006) and the traditional language intervention was based on the traditional models of language therapy typically used in preschool speech and language models across Ontario. 5 Results indicated that the emergent literacy intervention was superior to the ,t..3>~, ~\., ;./h traditional language therapy in improving the children's alphabet knowledge, print and word awareness and phonological awareness. Moreover, results revealed that children with more severe language impairments require greater support and more explicit instruction than children with moderate language impairments. Another important finding indicated that the effects of the preschool emergent literacy intervention used in this study may not be sustainable as children enter grade one. The implications of this study point to the need to support preschool children with language impairments with intensive emergent literacy intervention that extends beyond preschool into formal educational settings.

Identifying language needs of ESL students in a Canadian university based intensive English language program

This study investigated the needs of adult ESL learners intending to pursue higher education in Canada. Its chief purpose was to enable educators and administrators to design ESL programs that would prepare students to function at optimal levels in academic and social settings during their university studies. The study adopted a mixed research method that was predominantly qualitative in its orientation and narrative in its implementation. It focused on an Intensive English Language Program (IELP) offered at an Ontario university. Using a holistic approach, the study sought to represent the various perspectives of all the participants in the program: the students, the instructors, and the administrators. Analysis of both qualitative and quantitative data gathered from 17 students, 6 instructors, and 1 administrator in the IELP showed that to a large extent the academic needs ofESL learners in the IELP were generally not being met. Most notably, the study found that learners were not receiving sufficient training in speaking and listening skills, a factor that contributed to their sense of insecurity and lack of confidence in their ability to communicate successfully in academic and social settings. The study also revealed that the solutions to many of the problems it identified lay not in the classroom but in the way the ESL program was structured administratively. One major recommendation to come out of the study is that programs like the IELP should be restructured so as to give them greater flexibility in meeting individual needs. While the study labored under certain limitations and did not achieve all of its goals, it did succeed in creating awareness ofthe problems and in establishing a methodological approach that can serve as a framework within which future research may be conducted in this somewhat neglected area.

A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Exploring the emergent literacy needs of preschoolers with language impairments

Current research indicates the need to identify and support children at-risk for reading difficulties as early as possible. Children with language impairments are one group of children who have been shown to be at-risk for literacy problems. Their difficulties likely stem from the challenges they tend to experience with acquiring emergent literacy skills as preschoolers. Very little empirical work has been done with preschoolers with language impairments to explore the nature of their emergent literacy development or their response to interventions which target emergent literacy skills. In the present study, 55 preschoolers with language impairments were recruited from a speech and language centre in Southern Ontario. The nature of the relationship between children's early language and literacy skills was explored using measures of their written language awareness, phonological awareness and oral language abilities, in an attempt to better understand how to conceptualize their emergent literacy abilities. Furthermore, a between-subjects design was used to compare two language interventions: an experimental emergent literacy intervention and a standard intervention based on traditional models of speech and language therapy. Results indicated that preschooler's emergent literacy abilities can be understood as a broad, multi-dimensional construct consisting of three separate but interrelated components: written language awareness, phonological awareness, and oral language. The emergent literacy-enhanced intervention was generally superior to the standard language intervention in improving children's skills in written language awareness, and children with the most severe impairments seemed to benefit the most from the experimental intervention. Theoretical and practical implications, as well as areas for future research are discussed. .

ESL students' perceptions of web-based prewriting activities /

Although much research has explored computer mediated communication for its application in second language instruction, there still exists a need for empirical results from research to guide practitioners who wish to introduce web-based activities into their instruction. This study was undertaken to explore collaborative online task-based activities for the instruction of ESL academic writing. Nine ESL students in their midtwenties, enrolled at a community college in Ontario, engaged in two separate online prewriting activities in both a synchronous and an asynchronous environment. The students were interviewed in order to explore their perceptions of how the activities affected the generation and organization of ideas for academic essays. These interviews were triangulated with examples of the students' online writing, nonparticipatory observations of the students' interactions, and a discussion with the course instructor. The results of the study reveal that a small majority of students felt that brainstorming in writing with their peers in an asynchronous online discussion created a grammatical and lexical framework that supported idea generation and organization. The students did not feel that the synchronous chat activity was as successful. Although they felt that this activity also contributed to the generation of ideas, synchronous chat introduced a level of difficulty in communication that hindered the students' engagement in the task and failed to assist them with the organization of their ideas. The students also noted positive aspects of the web-based activities that were not related to prewriting tasks, for example, improved typing and word processing skills. Directions for future research could explore whether online prewriting activities can assist students in the creation of essays that are syntactically or lexically complex.

Thinking skills in the language arts : an application of cognitive schema theory to the narrative writing process /

A cognitively based instructional program for narrative writing was developed. The effects of using cognitively based schematic planning organizers at the pre-writing stage were evaluated using subjects from the Primary, Junior and Intermediate divisions. Results indicate that the use of organizers based on problem solving significantly improved the organization and the overall quality of narrative writing for students in grades 3, 6 and 7. The magnitude of the improvement of the treatment group over the control group performance in Organization ranged from 10.7% to 22.9%. Statistical and observational data indicate many implications for further research into the cognitive basis for writing and reading; for the improvement and evaluation of school writing programs; for the design of school curricula; and for the inservice education for teachers of writing.

The generation effect and word learning: a test of the effect of the language experience approach versus the text approach in the acquisition of new reading vocabulary

A class of twenty-two grade one children was tested to determine their reading levels using the Stanford Diagnostic Reading Achievement Test. Based on these results and teacher input the students were paired according to reading ability. The students ages ranged from six years four months to seven years four months at the commencement of the study. Eleven children were assigned to the language experience group and their partners became the text group. Each member of the language experience group generated a list of eight to be learned words. The treatment consisted of exposing the student to a given word three times per session for ten sessions, over a period of five days. The dependent variables consisted of word identification speed, word identification accuracy, and word recognition accuracy. Each member of the text group followed the same procedure using his/her partner's list of words. Upon completion of this training, the entire process was repeated with members of the text group from the first part becoming members of the language experience group and vice versa. The results suggest that generally speaking language experience words are identified faster than text words but that there is no difference in the rate at which these words are learned. Language experience words may be identified faster because the auditory-semantic information is more readily available in them than in text words. The rate of learning in both types of words, however, may be dictated by the orthography of the to be learned word.

Winâ Foy : functional object-oriented programming language

This thesis will introduce a new strongly typed programming language utilizing Self types, named Win--*Foy, along with a suitable user interface designed specifically to highlight language features. The need for such a programming language is based on deficiencies found in programming languages that support both Self types and subtyping. Subtyping is a concept that is taken for granted by most software engineers programming in object-oriented languages. Subtyping supports subsumption but it does not support the inheritance of binary methods. Binary methods contain an argument of type Self, the same type as the object itself, in a contravariant position, i.e. as a parameter. There are several arguments in favour of introducing Self types into a programming language (11. This rationale led to the development of a relation that has become known as matching [4, 5). The matching relation does not support subsumption, however, it does support the inheritance of binary methods. Two forms of matching have been proposed (lJ. Specifically, these relations are known as higher-order matching and I-bound matching. Previous research on these relations indicates that the higher-order matching relation is both reflexive and transitive whereas the f-bound matching is reflexive but not transitive (7]. The higher-order matching relation provides significant flexibility regarding inheritance of methods that utilize or return values of the same type. This flexibility, in certain situations, can restrict the programmer from defining specific classes and methods which are based on constant values [21J. For this reason, the type This is used as a second reference to the type of the object that cannot, contrary to Self, be specialized in subclasses. F-bound matching allows a programmer to define a function that will work for all types of A', a subtype of an upper bound function of type A, with the result type being dependent on A'. The use of parametric polymorphism in f-bound matching provides a connection to subtyping in object-oriented languages. This thesis will contain two main sections. Firstly, significant details concerning deficiencies of the subtype relation and the need to introduce higher-order and f-bound matching relations into programming languages will be explored. Secondly, a new programming language named Win--*Foy Functional Object-Oriented Programming Language has been created, along with a suitable user interface, in order to facilitate experimentation by programmers regarding the matching relation. The construction of the programming language and the user interface will be explained in detail.

The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study

Previous research has suggested that drama has positive effects on learners' oral communication and anxiety; however, it is unclear which dimensions, or to what extent, they are affected by drama. This research narrows the investigation by examining how a drama-based EFL program impacts three dimensions of oral communication: fluency, comprehensibility, and accentedness, and one anxiety factor - foreign language speaking anxiety (FLSA) -, over time. Speech samples were collected from EFL learners in a treatment and a control group, and subsequently assessed by untrained Canadian-born raters. FLSA levels were measured through questionnaires and interviews. Pre- and post-test analysis indicate that learners in the treatment group made significant gains in oral fluency while oral fluency among learners in the control group remained unchanged. There was a significant reduction in FLSA levels among learners in both groups. Finally, qualitative analyses suggest that drama activities, among others, enhance learners' comfort levels in speaking English.

Improving English as a Second Language (ESL) Pedagogy in One University in Ontario

In this paper, theoretical pedagogical approaches and practical pedagogical approaches are investigated by drawing on English as a Second Language (ESL) teachers’ pedagogical principles and practices, and ESL Chinese students’ second language acquisition and learning needs as they related to improving ESL pedagogy in one university ELP in Ontario. Three experienced ESL teachers were inquired by interviews and 30 ESL Chinese students were surveyed by questionnaires. Based on the mix-method exploratory research design, communicative, task-based, and content-based language teaching approaches are identified and discussed in the light of the interview and questionnaire data.

L-Fuzzy Structured Query Language

Lattice valued fuzziness is more general than crispness or fuzziness based on the unit interval. In this work, we present a query language for a lattice based fuzzy database. We define a Lattice Fuzzy Structured Query Language (LFSQL) taking its membership values from an arbitrary lattice L. LFSQL can handle, manage and represent crisp values, linear ordered membership degrees and also allows membership degrees from lattices with non-comparable values. This gives richer membership degrees, and hence makes LFSQL more flexible than FSQL or SQL. In order to handle vagueness or imprecise information, every entry into an L-fuzzy database is an L-fuzzy set instead of crisp values. All of this makes LFSQL an ideal query language to handle imprecise data where some factors are non-comparable. After defining the syntax of the language formally, we provide its semantics using L-fuzzy sets and relations. The semantics can be used in future work to investigate concepts such as functional dependencies. Last but not least, we present a parser for LFSQL implemented in Haskell.