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serving as a basis for evaluation (同)criterional

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criterionの複数形

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1. クッシング病の一次治療：経蝶形骨洞手術および下垂体照射 primary therapy of cushings disease transsphenoidal surgery and pituitary irradiation

English Journal

On recursion.

Watumull J1, Hauser MD2, Roberts IG3, Hornstein N4.Author information 1Department of Linguistics and Philosophy, Massachusetts Institute of Technology Cambridge, MA, USA ; Department of Theoretical and Applied Linguistics, University of Cambridge Cambridge, UK.2Risk-Eraser West Falmouth, MA, USA.3Department of Theoretical and Applied Linguistics, University of Cambridge Cambridge, UK.4Department of Linguistics, University of Maryland College Park, MD, USA.AbstractIt is a truism that conceptual understanding of a hypothesis is required for its empirical investigation. However, the concept of recursion as articulated in the context of linguistic analysis has been perennially confused. Nowhere has this been more evident than in attempts to critique and extend Hauseretal's. (2002) articulation. These authors put forward the hypothesis that what is uniquely human and unique to the faculty of language-the faculty of language in the narrow sense (FLN)-is a recursive system that generates and maps syntactic objects to conceptual-intentional and sensory-motor systems. This thesis was based on the standard mathematical definition of recursion as understood by Gödel and Turing, and yet has commonly been interpreted in other ways, most notably and incorrectly as a thesis about the capacity for syntactic embedding. As we explain, the recursiveness of a function is defined independent of such output, whether infinite or finite, embedded or unembedded-existent or non-existent. And to the extent that embedding is a sufficient, though not necessary, diagnostic of recursion, it has not been established that the apparent restriction on embedding in some languages is of any theoretical import. Misunderstanding of these facts has generated research that is often irrelevant to the FLN thesis as well as to other theories of language competence that focus on its generative power of expression. This essay is an attempt to bring conceptual clarity to such discussions as well as to future empirical investigations by explaining three criterial properties of recursion: computability (i.e., rules in intension rather than lists in extension); definition by induction (i.e., rules strongly generative of structure); and mathematical induction (i.e., rules for the principled-and potentially unbounded-expansion of strongly generated structure). By these necessary and sufficient criteria, the grammars of all natural languages are recursive.
Frontiers in psychology.Front Psychol.2014 Jan 8;4:1017. eCollection 2014.
It is a truism that conceptual understanding of a hypothesis is required for its empirical investigation. However, the concept of recursion as articulated in the context of linguistic analysis has been perennially confused. Nowhere has this been more evident than in attempts to critique and extend H
PMID 24409164

Both Multiple-Choice and Short-Answer Quizzes Enhance Later Exam Performance in Middle and High School Classes.

McDermott KB, Agarwal PK, D'Antonio L, Roediger HL, McDaniel MA.AbstractPracticing retrieval of recently studied information enhances the likelihood of the learner retrieving that information in the future. We examined whether short-answer and multiple-choice classroom quizzing could enhance retention of information on classroom exams taken for a grade. In seventh-grade science and high school history classes, students took intermittent quizzes (short-answer or multiple-choice, both with correct-answer feedback) on some information, whereas other information was not initially quizzed but received equivalent coverage in all other classroom activities. On the unit exams and on an end-of-semester exam, students performed better for information that had been quizzed than that not quizzed. An unanticipated and key finding is that the format of the quiz (multiple-choice or short-answer) did not need to match the format of the criterial test (e.g., unit exam) for this benefit to emerge. Further, intermittent quizzing cannot be attributed to intermittent reexposure to the target facts: A restudy condition produced less enhancement of later test performance than did quizzing with feedback. Frequent classroom quizzing with feedback improves student learning and retention, and multiple-choice quizzing is as effective as short-answer quizzing for this purpose. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
Journal of experimental psychology. Applied.J Exp Psychol Appl.2013 Nov 25. [Epub ahead of print]
Practicing retrieval of recently studied information enhances the likelihood of the learner retrieving that information in the future. We examined whether short-answer and multiple-choice classroom quizzing could enhance retention of information on classroom exams taken for a grade. In seventh-grade
PMID 24274234

Covert retrieval practice benefits retention as much as overt retrieval practice.

Smith MA1, Roediger HL 3rd, Karpicke JD.Author information 1Psychology Department, Washington University in St. Louis.AbstractMany experiments provide evidence that practicing retrieval benefits retention relative to conditions of no retrieval practice. Nearly all prior research has employed retrieval practice requiring overt responses, but a few experiments have shown that covert retrieval also produces retention advantages relative to control conditions. However, direct comparisons between overt and covert retrieval are scarce: Does covert retrieval-thinking of but not producing responses-on a first test produce the same benefit as overt retrieval on a criterial test given later? We report 4 experiments that address this issue by comparing retention on a second test following overt or covert retrieval on a first test. In Experiment 1 we used a procedure designed to ensure that subjects would retrieve on covert as well as overt test trials and found equivalent testing effects in the 2 cases. In Experiment 2 we replicated these effects using a procedure that more closely mirrored natural retrieval processes. In Experiment 3 we showed that overt and covert retrieval produced equivalent testing effects after a 2-day delay. Finally, in Experiment 4 we showed that covert retrieval benefits retention more than restudying. We conclude that covert retrieval practice is as effective as overt retrieval practice, a conclusion that contravenes hypotheses in the literature proposing that overt responding is better. This outcome has an important educational implication: Students can learn as much from covert self-testing as they would from overt responding.
Journal of experimental psychology. Learning, memory, and cognition.J Exp Psychol Learn Mem Cogn.2013 Nov;39(6):1712-25. doi: 10.1037/a0033569. Epub 2013 Jul 1.
Many experiments provide evidence that practicing retrieval benefits retention relative to conditions of no retrieval practice. Nearly all prior research has employed retrieval practice requiring overt responses, but a few experiments have shown that covert retrieval also produces retention advantag
PMID 23815513

Japanese Journal

日本人英語学習者の話しことばコーパスにおける語用論的能力の基準特性：異なる習得段階の弁別

Miura Aika,ミウラアイカ,三浦愛香
言語・地域文化研究 (Language, area and culture studies) (21), 147-171, 2015-01-31
NAID 120005594094

全国食品衛生監視員研修会優秀演題生食用食肉等の買取検査結果と今後の監視指導について

瀬戸理恵,小野嘉之,楢崎佳代子 [他]
食品衛生研究 = Food sanitation research 64(7), 39-44, 2014-07
NAID 40020148566

Automatically Identifying the Syntactic Criterial Features and Error Patterns in the LTTC Learner English Corpus

Gao Zhao-Ming
Learner Corpus Studies in Asia and the World 2, 149-162, 2014
NAID 120005447036

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