Gender-fair language in the context of leadership: Preventing the lack of fit for women

Women are still underrepresented in leadership due to a perceived a ‘lack of fit’. Thus, women are hired less likely, evaluated unfavorably or are less willing to take over a leadership role than their male counterparts. Because gender-fair language (e.g., feminine-masculine word pairs, German: ‘Geschäftsführerin/Geschäftsführer’, CEO, fem./CEO, masc.) leads to a higher mental inclusion of women compared to generic masculine forms (German: ‘Geschäftsführer’, CEO,masc.), we argue that masculine forms endorse the ‘lack of fit’ for women in leadership, whereas gender-fair language reduces it. Three studies support our assumption. Masculine forms led to a ‘lack of fit’ for women in leader selection: they were hired less likely (Study 1) and evaluated less favorably (Study 2) than their male counterparts. Moreover, women showed less willingness to apply when masculine forms were used in the advertisement for a leadership position. Contrary, no such gender-bias was obtained in case of gender-fair language.

A Word. Palaver and Its Transferal Residues

The word 'palaver' is colloquially associated with useless verbiage and the nuisance of a tediously long, aimless and superfluous debate. At the same time, it insinuates an uncivilized culture of discourse beyond reason. Thus it appears to be of vaguely exotic origin but still firmly set in the European lexicon. Yet behind this contemporary meaning there lies a long history of linguistic and cultural transfers which is encased in a context of different usages of language and their intersections. By tracing the usage and semantics of 'palaver' in various encyclopaedias, glossaries and dictionaries of English, French, German, Portuguese and Spanish, the following article explores the rich history of this word. Moreover, it also regards the travelling semantics of the term 'palaver' as a process of cultural transfer that can be likened to the microcellular workings of a (retro)virus. Viral reproduction and evolution work through processes of transfer that enable the alteration of the host to adjust it to the replication and reproduction of the virus. In some cases, these processes also allow for the mutation or modification of the virus, making it suitable for transfer from one host to another. The virus is thus offered here as a vital model for cultural transfer: It not only encompasses the necessary adoption and adaption of contents or objects of cultural transfer in different contexts. It contributes to a conceptual understanding of the transferal residue that the transferred content is endowed with by its diversifying contexts. This model thereby surpasses an understanding of cultural transfer as literal translation or transmission: it conceptualizes cultural transfer as an agent of evolutionary processes, allowing for mutational effects of transfer as endowment.

Say The Word! Celebrate National Poetry Month with Inman E. Page Library

National Poetry Month is in full effect at Inman E. Page Library (April 2016)! Get ready to write, perform, and dialogue about the written word. We look forward to hearing your voice on the microphone.

Stem-completion priming for words studied in sentences: The context deletion effect under direct and indirect memory instructions

Two studies investigated the context deletion effect, the attenuation of priming in implicit memory tests of words when words have been studied in text rather than in isolation. In Experiment 1, stem completion for single words was primed to a greater extent by words studied alone than in sentence contexts, and a higher proportion of completions from studied words was produced under direct instructions (cued recall) than under indirect instructions (produce the first completion that comes to mind). The effect of a sentence context was eliminated when participants were instructed to attend to the target word during the imagery generation task used in the study phase. In Experiment 2, the effect of a sentence context at study was reduced when the target word was presented in distinctive format within the sentence, and the study task (grammatical judgment) was directed at a word other than the target. The results implicate conceptual and perceptual processes that distinguish a word from its context in priming in word stem completion.

Maintaining and updating semantic context in schizophrenia: an investigation of the effects of multiple remote primes

Conflicting findings regarding the ability of people with schizophrenia to maintain and update semantic contexts have been due, arguably, to vagaries within the experimental design employed (e.g. whether strongly or remotely associated prime-target pairs have been used, what delay between the prime and the target was employed, and what proportion of related prime-target pairs appeared) or to characteristics of the participant cohort (e.g. medication status, chronicity of illness). The aim of the present study was to examine how people with schizophrenia maintain and update contextual information over an extended temporal window by using multiple primes that were either remotely associated or unrelated to the target. Fourteen participants with schizophrenia and 12 healthy matched controls were compared across two stimulus onset asynchronies (SOAs) (short and long) and two relatedness proportions (RP) (high and low) in a crossed design. Analysis of variance statistics revealed significant two- and three-way interactions between Group and SOA, Group and Condition, SOA and RP, and Group, SOA and RP. The participants with schizophrenia showed evidence of enhanced remote priming at the short SOA and low RP, combined with a reduction in the time course over which context could be maintained. There was some sensitivity to biasing contextual information at the short SOA, although the mechanism over which context served to update information appeared to be different from that in the controls. The participants with schizophrenia showed marked performance decrements at the long SOA (both low and high RP). Indices of remote priming at the short (but not the long) SOA correlated with both clinical ratings of thought disorder and with increasing length of illness. The results support and extend the hypothesis that schizophrenia is associated with concurrent increases in tonic dopamine activity and decreases in phasic dopamine activity. (C) 2004 Elsevier Ireland Ltd. All rights reserved.

Verb and context processing in Parkinson's disease

The aim of the present study was to investigate verb and context processing in 10 individuals with Parkinson's disease (PD) and matched controls. A self-paced stop making sense judgment task was employed where participants read a sentence preceded by a context which made the thematic role of the verb plausible or implausible. Participants were required to indicate whether the sentence ceased to make sense at any point by responding yes/no at each word. PD participants were less accurate than the control participants at detecting sentence anomalies based on verb selection restrictions and previously encountered contextual elements. However, further research is required to determine the precise nature of the grammatical processing disturbance associated with PD. (c) 2005 Elsevier Ltd. All rights reserved.

Learning and teaching through context: a data-driven approach

A word may have many potential meanings, but its actual meaning in any authentic written or spoken text is determined by its context: its collocations, structural patterns, and pragmatic functions. Large language corpora offer access to words in a wide range of natural contexts, which can improve and enrich both language learning and teaching.

Hogyan kezeljük a „közösségi ügyfeleket”? – Social CRM marketing és IT megközelítésben (How to manage social customer? Social CRM in marketing and IT context.)

Van egy szó, ami egyre fontosabb lesz a társadalom és a vállalatok számára is, ez a szó a közösség. A közösséghez tevékenységek tartoznak, és ezen a ponton kapcsolódik be a vállalat. A vállalkozások az elmúlt években a közösségi igényeket a CRM-(Customer Relationship Management) megoldásokkal szolgálták ki. Informatikailag a közösségi hálózatok, már nemcsak vállalkozási folyamatot, hanem ehhez kapcsoltan az emberek társadalmi igényét is megpróbálják lefedni az elektronika lehetőségeivel. Egyre inkább a közösségi vállalkozások korát éljük, melyben a folyamathoz tartozó közösségek megosztják, egymás rendelkezésére bocsátják az információkat. A korábbi klasszikus CRM-rendszerek csak begyűjtötték az információkat, ezzel ellenben a közösségi CRM-rendszerek kétirányú kommunikációt folytatnak, párbeszédet kezdeményeznek az ügyfelekkel, buzdítják őket, hogy mondják el a véleményüket. Vajon ez az új stratégia,egy teljesen új világot hoz el a vállalatok számára, vagy csak a CRM fejlődésének egy újabb fokát jelenti? A szerzők erre a kérdésre keresik a választ gyakorlati esetek és szakirodalmi publikációk feldolgozásával. ______ There is a word that begins to be more and more important for the society and the companies, and this word is community. We can talk about social networks, people seek the social demand they already had as a part of their lives for a long time, and this means that it appears in the electronic society as an essential need too. The community is not enough, activities are also needed and this is the point where the companies link in, who promote their goods and facilities to the outside world and with this they use the next stage of customer relationship management, the fulfilment of social needs. We live in the age of social shopping, communities are everywhere and everyone shares information, and up to the present classic CR M systems ran from static databases. On the contrary social CR M systems perform a two-way communication, start a conversation with customers and encourage them to tell their opinions, which always changes on social media, so they build a dynamic database and communicate with customers through response-reactions. Does this new strategy bring a whole new world to companies or is it only another step in the development and another channel of CRM?

The Effects of the Word of Wisdom Meditation Technique on the Development of Executive Function Skills in Early Childhood Education

This theory-based paper examines the definition of Executive Functioning (EF) skills, their importance in the early childhood classroom and how to aid in their natural development. The Word of Wisdom meditation technique is considered as a viable alternative to increase the natural development of EF skills in early childhood.

Do Syllable Count and Word Frequency Differ Significantly in Easy and Difficult Reading Comprehension Items?

This study investigated the effect of the number of syllables and the word frequency of the words in the reading passages, the question stems, and the answer options of easy and difficult reading comprehension items. Significant differences were found for the easy and difficult items.

Young toddlers' word comprehension is flexible and efficient.

Much of what is known about word recognition in toddlers comes from eyetracking studies. Here we show that the speed and facility with which children recognize words, as revealed in such studies, cannot be attributed to a task-specific, closed-set strategy; rather, children's gaze to referents of spoken nouns reflects successful search of the lexicon. Toddlers' spoken word comprehension was examined in the context of pictures that had two possible names (such as a cup of juice which could be called "cup" or "juice") and pictures that had only one likely name for toddlers (such as "apple"), using a visual world eye-tracking task and a picture-labeling task (n = 77, mean age, 21 months). Toddlers were just as fast and accurate in fixating named pictures with two likely names as pictures with one. If toddlers do name pictures to themselves, the name provides no apparent benefit in word recognition, because there is no cost to understanding an alternative lexical construal of the picture. In toddlers, as in adults, spoken words rapidly evoke their referents.

Vocabulary Learning through Use of the Picture-Word Inductive Model for Young English Learners in China: A Mixed Methods Examination Using Cognitive Load Theory

English has been taught as a core and compulsory subject in China for decades. Recently, the demand for English in China has increased dramatically. China now has the world’s largest English-learning population. The traditional English-teaching method cannot continue to be the only approach because it merely focuses on reading, grammar and translation, which cannot meet English learners and users’ needs (i.e., communicative competence and skills in speaking and writing). This study was conducted to investigate if the Picture-Word Inductive Model (PWIM), a new pedagogical method using pictures and inductive thinking, would benefit English learners in China in terms of potential higher output in speaking and writing. With the gauge of Cognitive Load Theory (CLT), specifically, its redundancy effect, I investigated whether processing words and a picture concurrently would present a cognitive overload for English learners in China. I conducted a mixed methods research study. A quasi-experiment (pretest, intervention for seven weeks, and posttest) was conducted using 234 students in four groups in Lianyungang, China (58 fourth graders and 57 seventh graders as an experimental group with PWIM and 59 fourth graders and 60 seventh graders as a control group with the traditional method). No significant difference in the effects of PWIM was found on vocabulary acquisition based on grade levels. Observations, questionnaires with open-ended questions, and interviews were deployed to answer the three remaining research questions. A few students felt cognitively overloaded when they encountered too many writing samples, too many new words at one time, repeated words, mismatches between words and pictures, and so on. Many students listed and exemplified numerous strengths of PWIM, but a few mentioned weaknesses of PWIM. The students expressed the idea that PWIM had a positive effect on their English teaching. As integrated inferences, qualitative findings were used to explain the quantitative results that there were no significant differences of the effects of the PWIM between the experimental and control groups in both grade levels, from four contextual aspects: time constraints on PWIM implementation, teachers’ resistance, how to use PWIM and PWIM implemented in a classroom over 55 students.

Exploring Seventh Graders’ Perceptions of the Picture-word Inductive Model to their English Narrative Writing in China

In this exploratory study, the researcher interviewed 30 seventh graders in China about their perceptions of the newly tried method, Picture-word Inductive Model (PWIM), to their English narrative writing. Many student participants listed and exemplified positive influence of PWIM on their narrative writing in and from the PWIM trial.

THE EFFECT OF PURPOSEFUL MATHEMATICS DISCOURSE IN THE CLASSROOM ON STUDENTS’ MATHEMATICS LANGUAGE IN THE CONTEXT OF PROBLEM SOLVING

This study examines how one secondary school teacher’s use of purposeful oral mathematics language impacted her students’ language use and overall communication in written solutions while working with word problems in a grade nine academic mathematics class. Mathematics is often described as a distinct language. As with all languages, students must develop a sense for oral language before developing social practices such as listening, respecting others ideas, and writing. Effective writing is often seen by students that have strong oral language skills. Classroom observations, teacher and student interviews, and collected student work served as evidence to demonstrate the nature of both the teacher’s and the students’ use of oral mathematical language in the classroom, as well as the effect the discourse and language use had on students’ individual written solutions while working on word problems. Inductive coding for themes revealed that the teacher’s purposeful use of oral mathematical language had a positive impact on students’ written solutions. The teacher’s development of a mathematical discourse community created a space for the students to explore mathematical language and concepts that facilitated a deeper level of conceptual understanding of the learned material. The teacher’s oral language appeared to transfer into students written work albeit not with the same complexity of use of the teacher’s oral expression of the mathematical register. Students that learn mathematical language and concepts better appear to have a growth mindset, feel they have ownership over their learning, use reorganizational strategies, and help develop a discourse community.