教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31269
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Item Can learning a foreign language shape our thought?(2009-04-18) Guan, Y. H.; Lin, P. C.Item Decision Tree Based Tone Modeling with Corrective Feedbacks for Automatic Mandarin Tone Assessment.(2010-09-30) Liao, H.C.; Chen, J.C.; Chang, S.C.; Guan, Y. H.; Lee, C.H.We propose a novel decision tree based approach to Mandarin tone assessment. In most conventional computer assisted pronunciation training (CAPT) scenarios a tone production template is prepared as a reference with only numeric scores as feedbacks for tone learning. In contrast decision trees trained with an annotated tone-balanced corpus make use of a collection of questions related to important cues in categories of tone production. By traversing the corresponding paths and nodes associated with a test utterance a sequence of corrective comments can be generated to guide the learner for potential improvement. Therefore a detailed pronunciation indication or a comparison between two paths can be provided to learners which are usually unavailable in score-based CAPT systems.Item The effects of information presentation mode, textual and graphic complexity on science learning.(2012-12-15) Guan, Y. H.Item The role of phonological activation in Chinese reading comprehension.(2011-08-24) Guan, Y. H.Item A study on learning efficiency of multimedia-presented, computer-based science information(International Forum of Educational Technology & Society, 2009-01-01) Guan, Y. H.This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their functions, the definition of cognitive psychology, and the structure of human memory). Experiment 1 investigated whether the modality effect could be observed when the learning material contained auditory information and visuals altered in complexity, and whether the redundancy effect is caused by redundant information or by interference in information processing. In Experiment 2, verbal-only information was used to examine whether subjects could perform better with auditory rather than with on-screen textual information, and whether the length of the verbal information would exert an effect on learning. The results of Experiment 1 contradicted the prediction of the modality effect in that subjects learned no better or even worse with the audio-visual format of learning material than did subjects with the visual-only one. Besides, redundant information per se did not impair learning, which suggested that the redundancy effect could be rather caused by the interference in information processing. The results of Experiment 2 indicated a negative effect of auditory information on learning regardless of the length of the verbal information. No evidence supported the superiority of auditory instructional mode over the visual one.