Search Results 1-5 of 5

  • A Proposal for a Teaching Method of Japanese Connective Expressions based on Quantitative Analysis  [in Japanese]

    阿辺川 武 , 仁科 喜久子 , 八木 豊 , ホドシチェック ボル

    計量国語学 = Mathematical linguistics : 計量国語学会機関誌 32(7), 387-402, 2020

  • Construction of a Connectives Dictionary for Academic Writing Assistance System  [in Japanese]

    Nishina Kikuko , Yagi Yutaka , HODOŠČEK Bor , Abekawa Takeshi

    … We aim to construct an academic writing assistance system for learners of Japanese as a second language who are tasked with writing academic papers and reports during the course of their studies. …

    Mathematical Linguistics 31(2), 160-176, 2017

    J-STAGE 

  • EXPERIMENTAL STUDIES OF MEANINGFUL LEARNING: III:ON RETROACTIVE FACILITATION  [in Japanese]

    KUHARA KEIKO

    … the stimulus term was always a word and the response term consisted of nonsense syllables (NS), one to three in number with connectives. … Both groups learned List 1, being followed by List 3. … Group M was then asked to learn List 2 while group R was required List 2′. …

    The Japanese journal of psychology 42(5), 251-255, 1971

    J-STAGE 

  • EXPERIMENTAL STUDIES OF MEANINGFUL LEARNING: II:MEANINGFULNESS AND RETROACTIVE INHIBITION  [in Japanese]

    HATANO GIYOO , KUHARA KEIKO

    … S-term of each pair was a word and R-term was a NS or a combination of 2 or 3 NSs with English connectives (see Table 1). … According to the kind of list, <i>S</i>s were classified into 3 groups: M-M gr., <i>S</i>s of which could learn both the second and third lists meaningfully, M-R gr., who could learn the second meaningfully but not the third, and R-R gr., who could learn neither of them meaningfully (Table 4).<br><i>S</i>s learned Lists 1, 2 and 3 successively. …

    The Japanese journal of psychology 40(6), 304-309, 1970

    J-STAGE 

  • EXPERIMENTAL STUDIES OF MEANINGFUL LEARNING: I:EFFECTIVENESS OF MEANINGFUL LEARNING  [in Japanese]

    HATANO GIYOO , KUHARA KEIKO

    … An experiment of successive paired-associate learning was undertaken to compare the learning performance between 2 conditions of preceding learning (List 1 & … In one condition, <i>S</i>s could learn meaningfully, i.e., they could find equivalence between stored information (lexical meaning of words) and learning materials of List 3, by displacing components in the response term of the List 3 (using associations learned in List 1 & …

    The Japanese journal of psychology 40(4), 192-200, 1969

    J-STAGE 

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