Results 151 to 160 of about 304,254 (307)

Rethinking the Origins of Cross-Language Effects: How Heard Verbs Influence Japanese- and English-Speaking Children's Attention to the Details of Actions. [PDF]

Dev Sci
Hagihara H, Barbir M, Yoshida H, Smith LB.   +3 more
europepmc   +1 more source

King Aorta: Narrative anatomy education

Anatomical Sciences Education, Volume 18, Issue 3, Page 264-276, March 2025.
Abstract The aim of this study was to investigate the effects of narrative anatomy education and traditional anatomy education on academic achievement. The study included 64 students who were randomly divided into two groups. The two groups were (n = 32) control (Group 1) and (n = 32) experimental (Group 2). The pretest scores of the two groups were 36.
Halil Yilmaz
wiley   +1 more source

Cognitive dynamics of verb-particle constructions: an eye-tracking study on phrasal verbs and verb-preposition combinations. [PDF]

Front Psychol
Kissane H, Tziridis K, Schilling A, Herbst T, Krauss P.   +4 more
europepmc   +1 more source

Students as partners: A novel approach to developing a gamified anatomical learning toolkit using design thinking principles

Anatomical Sciences Education, EarlyView.
Abstract The practice of involving students in designing pedagogical resources, including gamified learning tools, is often underutilized. Traditionally, students are engaged in usability and efficacy testing of finalized learning tools, limiting their ability to shape the learning experience from inception.
Kristina Lisk, Judi Laprade
wiley   +1 more source

Prediction, syntax and semantic grounding in the brain and large language models. [PDF]

Sci Rep
Kölbl N, Rampp S, Kaltenhäuser M, Tziridis K, Maier A, Kinfe T, Chavarriaga R, Krauss P, Schilling A.   +8 more
europepmc   +1 more source

A gamified resource for learning anatomy terminology aids retention

Anatomical Sciences Education, EarlyView.
Abstract A card game, “Hold your Nerve,” was developed to aid memorization of anatomy terminology in small‐group learning formats. Each of the 719 cards consisted of an anatomical term and its definition. To play, a student blindly holds a card so as to block the definition but display the term to the group, who must provide verbal/physical clues to ...
Eva M. Sweeney, Rose Beavis, Amie Lowry, Alexandra McCulla   +3 more
wiley   +1 more source

Overpassivization Revisited: Disentangling Syntax and Semantics in Causes of Errors. [PDF]

J Psycholinguist Res
Kang C, Oh E.
europepmc   +1 more source

Game‐based learning for undergraduate consolidation: A qualitative study of how game‐based learning provides much more than knowledge acquisition

Anatomical Sciences Education, EarlyView.
Abstract Game‐based learning (GBL) is increasingly used in medical education to supplement traditional didactic learning methods. Adult learners in particular may benefit from GBL, given the autonomous and iterative nature of a well‐designed educational game.
Thomas J. Paddock, Erin P. Fillmore
wiley   +1 more source

Grounding verbs in action: The facilitative effect of potential physical interactions with verbs. [PDF]

Psychon Bull Rev
Dickinson D, Yates M.
europepmc   +1 more source

Beyond Kahoot! Reflections and guidelines from a serial gamifying educator on when and how to effectively use games and game elements in anatomical education

Anatomical Sciences Education, EarlyView.
Abstract According to Nietzsche, “In every real [adult], a child is hidden that wants to play.” In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner.
Judi Laprade
wiley   +1 more source