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1181
Dialog Structure and Plan Recognition in Spontaneous Spoken Dialog
Young, Sheryl R.. - : Defense Technical Information Center, 1993
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1182
Proceedings of the Association for Computing Machinery Special Interest Group for Ada Artificial Intelligence Working Group, 1992 Summer Workshop Held in Seattle, Washington on June 24-27, 1992
In: DTIC AND NTIS (1993)
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1183
Methods for Parallelizing Search Paths in Phrasing
In: DTIC AND NTIS (1993)
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1184
Dialog Structure and Plan Recognition in Spontaneous Spoken Dialog
In: DTIC AND NTIS (1993)
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1185
AMAR: A Computational Model of Autosegmental Phonology
In: DTIC AND NTIS (1993)
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1186
Comparative Experiments on Large Vocabulary Speech Recognition
In: DTIC (1993)
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1187
Domain and Language Evaluation Results
In: DTIC (1993)
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1188
Using Case-Based Reasoning in Natural Language Processing
In: DTIC AND NTIS (1993)
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1189
Using conventional articulation tests with highly unintelligible children : identification and programming concerns
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 23 (1992) 1, 52-60
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1190
VHDL and Waves Descriptions for a Pseudo-Random Pattern Generator
Serafino, Karen M.; Dukes, Michael A.. - : Defense Technical Information Center, 1992
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1191
An Evaluation Methodology for Natural Language Processing Systems
Neal, Jeannette G.; Feit, Elissa L.; Funke, Douglas J.. - : Defense Technical Information Center, 1992
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1192
A Practical Methodology for the Evaluation of Spoken Language Systems
Boisen, Sean; Bates, Madeleine. - : Defense Technical Information Center, 1992
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1193
Modelling music with grammars: formal language representation in the Bol Processor
In: Computer Representations and Models in Music ; https://halshs.archives-ouvertes.fr/halshs-00004506 ; Computer Representations and Models in Music, Academic Press, pp.207-238, 1992 (1992)
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1194
Diagnostic Theory of Information as a Testing Technique to Ascertain Spanish Reading Proficiency
In: Education and Human Development Master's Theses (1992)
Abstract: The purpose of this study was to investigate the use of information theory as a testing reading proficiency of bilingual students. This study is not an attempt to analyze mistakes or to debate which reading proficiency test is the best in testing Spanish language abilities or expertise. This test was constructed to determine the readability and the validity of information theory as a testing tool. A second purpose was to determine whether this technique could help increase the student's ability to comprehend reading material at his/her level of language learning. A third purpose was to try to develop a Spanish reading proficiency test that could be used in the classroom. This study of Spanish reading proficiency consisted of three experimental groups. The first was composed of ten fourth, fifth and sixth grade students from Dr. Martin Luther King Jr. #9 School in the city of Rochester. All of the students in this group were raised in the United States. This group was at an intermediate level and has been in a bilingual program no less than three years. They all received an equal amount of English reading and Spanish reading during the day. This group is categorized as English dominant in a bilingual setting. The second group consisted of ten fourth, fifth, and sixth grade students who were more recent arrivals in the United States. This group was also at an intermediate level and the students selected have been in a bilingual program since at least September of 1989. This group is categorized as Spanish dominant in a bilingual setting. Finally, the third group was composed of ten students from Spanish-speaking homes, but are enrolled in an all-day English only classroom. This particular group is also at an intermediate level. Each group was tested with a variety of reading materials in the target language. The materials used were poems with part of the information deleted. The objective of the test was for the subjects to encode the missing letters within a five minute, four minute, and three minute time frame. All three groups were presented with a similar procedure at different levels of difficulty. The passages consisted of approximately 300 to 400 bits of information each.
Keyword: and Multicultural Education; Bilingual; bilingual program; bilingual students; classroom use; Curriculum and Instruction; Education; Elementary Education; examination sequence; information theory; Language and Literacy Education; Multilingual; Spanish proficiency; student comprehension; student evaluation; test implementationReading proficiency; test scores; testing tool validity
URL: https://digitalcommons.brockport.edu/ehd_theses/1156
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=2187&context=ehd_theses
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1195
Development of a Spoken Language System
In: DTIC AND NTIS (1992)
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1196
An Evaluation Methodology for Natural Language Processing Systems
In: DTIC AND NTIS (1992)
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1197
VHDL and Waves Descriptions for a Pseudo-Random Pattern Generator
In: DTIC AND NTIS (1992)
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1198
Overview of the Fourth Message Understanding Evaluation and Conference
In: DTIC AND NTIS (1992)
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1199
Natural Language Generation
In: DTIC AND NTIS (1992)
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1200
Talking to InterFIS: Adding Speech Input to a Natural Language Interface
In: DTIC AND NTIS (1992)
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