Games for vocabulary practice : interactive vocabulary activities for all levels.

Este recurso para el profesor se organiza en dieciocho unidades temáticas, cada una con tres juegos para cada uno de los niveles: elemental, intermedio y avanzado. Las actividades permiten a los estudiantes practicar con el vocabulario y cada una de ellas consta de dos páginas, la de la izquierda para información y notas del profesor, y la de la derecha, que puede fotocopiarse, para los alumnos.

100 preguntas para el examen de E.U. ciudadanía-naturalización rediseñado = 100 questions and answers for the new U.S. citizenship-naturalization test. New english reading and writing vocabulary for the citizenship test.

Contiene cien preguntas y respuestas sobre la historia y sistema de gobierno de Estados Unidos para el examen de naturalización realizado por el USCIS ó Servicio de Ciudadanía e Inmigración de Estados Unidos. También, incluye tests sobre lectura y escritura de habla inglesa.

Advanced vocabulary in context with key.

Libro dirigido a estudiantes de inglés como lengua extranjera de nivel avanzado, que quieran practicar vocabulario en contextos naturales. Adecuado para su uso en clase como complemento de cualquier libro de texto, como apoyo para deberes en casa, para estudiar por cuenta propia o para preparar el examen Cambridge CAE (Certificate in Adavanced English) o CPE (Certificate of Proficiency in English). Está estructurado en 24 textos de temas actuales, con ejercicios para practicar el vocabulario clave, las combinaciones de palabras y su orden, y ejercicios para la evaluación del progreso de los alumnos al final de cada módulo. Contiene soluciones.

Developing intermediate vocabulary.

Libro para estudiantes de inglés como lengua extranjera de nivel intermedio que les permite descubrir, aprender y practicar palabras y frases en contextos reales. Puede ser usado en clase por los profesores como libro de apoyo, en casa como deberes, o para estudiar por cuenta propia. Incluye veinte lecciones basadas cada una en un tema con textos reales seleccionados para captar el interés de los alumnos, ejercicios prácticos de construcción de palabras y colocación, verbos compuestos y modismos. Al final del libro hay un apartado con las soluciones.

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

The applicability of The Test of Word Knowledge to hearing-impaired children

This paper evaluates a receptive and expressive vocabulary test, The Test of Word Knowledge, to determine its applicability to deaf students and to compare its results with other vocabulary tests.

An analysis of the achievement of deaf children on a standardized vocabulary test

This paper examines the vocabulary responses of hearing impaired children on standardized tests.

Viewing the body modulates tactile receptive fields

Tactile discrimination performance depends on the receptive field (RF) size of somatosensory cortical (SI) neurons. Psychophysical masking effects can reveal the RF of an idealized "virtual" somatosensory neuron. Previous studies show that top-down factors strongly affect tactile discrimination performance. Here, we show that non-informative vision of the touched body part influences tactile discrimination by modulating tactile RFs. Ten subjects performed spatial discrimination between touch locations on the forearm. Performance was improved when subjects saw their forearm compared to viewing a neutral object in the same location. The extent of visual information was relevant, since restricted view of the forearm did not have this enhancing effect. Vibrotactile maskers were placed symmetrically on either side of the tactile target locations, at two different distances. Overall, masking significantly impaired discrimination performance, but the spatial gradient of masking depended on what subjects viewed. Viewing the body reduced the effect of distant maskers, but enhanced the effect of close maskers, as compared to viewing a neutral object. We propose that viewing the body improves functional touch by sharpening tactile RFs in an early somatosensory map. Top-down modulation of lateral inhibition could underlie these effects.

Infant vocabulary development assessed with a British communicative development inventory

Communicative Development Inventories (CDIs) were collected from 669 British children aged between 1;0 and 2;1. Comprehension and production scores in each age group are calculated. This provides norming data for the British infant population. The influence of socioeconomic group on vocabulary scores is considered and shown not to have a significant effect. The data from British infants is compared to data from American infants (Fenson, Dale, Reznick, Bates, Thal & Pethick, 1994). It is found that British infants have lower scores on both comprehension and production than American infants of the same age.

Watching the infant brain learn words: Effects of vocabulary size and experience

Previous investigations comparing auditory event-related potentials (ERPs) to words whose meanings infants did or did not comprehend, found bilateral differences in brain activity to known versus unknown words in 13-month-old infants, in contrast with unilateral, left hemisphere, differences in activity in 20-month-old infants. We explore two alternative explanations for these findings. Changes in hemispheric specialization may result from a qualitative shift in the way infants process known words between 13 and 20 months. Alternatively, hemispheric specialization may arise from increased familiarity with the individual words tested. We contrasted these two explanations by measuring ERPs from 20-month-old infants with high and low production scores, for novel words they had just learned. A bilateral distribution of ERP differences was observed in both groups of infants, though the difference was larger in the left hemisphere for the high producers. These findings suggest that word familiarity is an important factor in determining the distribution of brain regions involved in word learning. An emerging left hemispheric specialization may reflect increased efficiency in the manner in which infants process familiar and novel words. (c) 2004 Elsevier Inc. All rights reserved.