Results 201 to 210 of about 177,396 (252)
Quantitative but Not Qualitative Differences: A Longitudinal Analysis of Grammatical Marker Development in Mandarin-Speaking Autistic Children. [PDF]
Meng Z, Wang L, Hirai HW, Wong PCM.
europepmc +1 more source
Abstract This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked.
Jonathan Malone +3 more
wiley +1 more source
Cultural adaptation and validation of the mandarin version of the scale of oral health outcomes for 5-year-old children. [PDF]
Yu D +6 more
europepmc +1 more source
Desired features of feedback in a high‐paced clinical setting: A Q‐methodology study
Abstract Introduction The transformative learning potential of feedback, a key pillar of competency‐based medical education, can only be fully realised when a learner's preferences are integrated into the feedback process. However, there is limited understanding of medical residents' preferences, which could better inform this process.
Renee S. Chuang +4 more
wiley +1 more source
Dual learning systems in talker identification: the effects of language, accent, and feedback. [PDF]
Xiong S +4 more
europepmc +1 more source
ABSTRACT Introduction Adolescent siblings of children with cancer are at elevated risk for psychosocial problems. Unfortunately, various barriers such as limited family time and resources, conflicting schedules, and psychosocial staffing constraints at cancer centers hinder sibling access to support.
Christina M. Amaro +10 more
wiley +1 more source
Advancing global precision in dementia research: Examining Normative Heterogeneity of Aging and Neurodegeneration in Chinese Elders (ENHANCE). [PDF]
Tee BL +10 more
europepmc +1 more source
Lhagang Tibetan of Minyag Rabgang Khams: Vocabulary of Two Sociolinguistic Varieties [PDF]
Sonam Wangmo, SUZUKI, Hiroyuki
core
ABSTRACT Understanding how cognitive mechanisms support spelling acquisition across writing systems is a fundamental challenge in educational psychology. We conducted the first controlled comparison of pretesting (generating spellings before instruction), posttesting (retrieving spellings after instruction), and copying (traditional transcription ...
Rui Dong +3 more
wiley +1 more source

