Results 81 to 90 of about 10,517,742 (364)

Mobile-assisted language learning [Revised and updated version] [PDF]

, 2018
Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages.
Kukulska-Hulme, Agnes
core  

Italian via email: From an online project of learning and teaching towards the development of a multi‐cultural discourse community [PDF]

, 1996
This paper seeks to illustrate how the use of Internet resources (specifically email and the Web) can affect and enhance language learning and cultural understanding, modify the learning environment, reduce the barriers which time, space and societal ...
Mozzon‐McPherson, Marina
core   +2 more sources

The Use of Technology in English Language Learning: A Literature Review

International Journal of Research in English Education, 2018
The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning.
M. Ahmadi
semanticscholar   +1 more source

Pulse Pressure, White Matter Hyperintensities, and Cognition: Mediating Effects Across the Adult Lifespan

Annals of Clinical and Translational Neurology, EarlyView.
ABSTRACT Objectives To investigate whether pulse pressure or mean arterial pressure mediates the relationship between age and white matter hyperintensity load and to examine the mediating effect of white matter hyperintensities on cognition. Methods Demographic information, blood pressure, current medication lists, and Montreal Cognitive Assessment ...
Jade Hannan, Sarah Newman‐Norlund, Natalie Busby, Sarah C. Wilson, Roger Newman‐Norlund, Chris Rorden, Julius Fridriksson, Leonardo Bonilha, Nicholas Riccardi   +8 more
wiley   +1 more source

Computational and Robotic Models of Early Language Development: A Review [PDF]

, 2019
We review computational and robotics models of early language learning and development. We first explain why and how these models are used to understand better how children learn language. We argue that they provide concrete theories of language learning
Kachergis, George, Oudeyer, Pierre-Yves, Schueller, William   +2 more
core   +1 more source

SARS‐CoV‐2 Is Linked to Brain Volume Loss in Multiple Sclerosis

Annals of Clinical and Translational Neurology, EarlyView.
ABSTRACT Objective The impact of SARS‐CoV‐2 infection on brain and spinal cord pathology in patients with multiple sclerosis (pwMS) remains unclear. We aimed to describe changes in brain lesion activity and brain and spinal cord volumes following SARS‐CoV‐2 infection.
Tomas Uher, Dominika Stastna, Ingrid Menkyova, Vaclav Capek, Jiri Lindner, Petra Nytrova, Jan Krasensky, Eliza Varju, Miguel D'haeseleer, Eva Kubala Havrdova, Dana Horakova, Manuela Vaneckova, Niels Bergsland   +12 more
wiley   +1 more source

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Language Testing in Asia, 2017
Background Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks.
Sathena Chan
doaj   +1 more source

Genetic Diversity and Expanded Phenotypes in Dystonia: Insights From Large‐Scale Exome Sequencing

Annals of Clinical and Translational Neurology, EarlyView.
ABSTRACT Objective Dystonia is one of the most prevalent movement disorders, characterized by significant clinical and etiological heterogeneity. Despite considerable heritability (~25%), the etiology in most patients remains elusive. Moreover, understanding correlations between clinical manifestations and genetic variants has become increasingly ...
Mirja Thomsen, Fabian Ott, Sebastian Loens, Gamze Kilic‐Berkmen, Ai Huey Tan, Shen‐Yang Lim, Ebba Lohmann, Kaja M. Schröder, Lea Ipsen, Lena A. Nothacker, Linn Welzel, Alexandra S. Rudnik, Frauke Hinrichs, Thorsten Odorfer, Kirsten E. Zeuner, Friederike Schumann, Andrea A. Kühn, Simone Zittel, Marius Moeller, Robert Pfister, Christoph Kamm, Anthony E. Lang, Yi Wen Tay, Ana Luísa de Almeida Marcelino, Marie Vidailhet, Emmanuel Roze, Joel S. Perlmutter, Jeanne S. Feuerstein, Victor S. C. Fung, Florence Chang, Richard L. Barbano, Steven Bellows, Aparna A. Wagle Shukla, Alberto J. Espay, Mark S. LeDoux, Brian D. Berman, Stephen Reich, Andres Deik, Andre Franke, Michael Wittig, Sören Franzenburg, Jens Volkmann, Norbert Brüggemann, H. A. Jinnah, Tobias Bäumer, Christine Klein, Hauke Busch, Katja Lohmann   +47 more
wiley   +1 more source

Planning clil units in primary education from a cognitive perspective [PDF]

, 2018
The Content and Language Integrated Learning (CLIL) approach has experienced a considerable growth and it is being progressively integrated into curricula all across Europe. It is a dual educational approach in which content and language must be combined.
Salaberri Ramiro, María S., Sánchez Pérez, María del M.   +1 more
core   +3 more sources

Cognitive and Patient‐Reported Outcome Measures in LGI‐1‐IgG Autoimmune Encephalitis

Annals of Clinical and Translational Neurology, EarlyView.
ABSTRACT Objective Clinical outcome measures for autoimmune encephalitis (AE) are not yet well defined. Cognitive outcome measures (CogOs) and patient‐reported outcomes (PROs) may capture the symptoms of AE, beyond clinician‐reported outcomes (ClinROs) (the Modified Rankin Scale [mRS] and Clinical Assessment Scale in Autoimmune Encephalitis [CASE ...
Tatchaporn Ongphichetmetha, Carol Swetlik, Nicolas Thompson, Albert Aboseif, Vineet Punia, Brittany Lapin, Jeffrey A. Cohen, Rachel Galioto, Amy Kunchok   +8 more
wiley   +1 more source