The purpose of this study was to determine whether differing stress reduction interventions could alter stress levels experienced by male and female college students from the beginning to the end of a semester. Components of stress examined included overall perceived stress, test anxiety, and personal burnout. Participants (N = 531) were part of courses that during the course of a 16-week semester focused specifically on cognitive-behavioral stress management, cardiovascular fitness, generalized physical activity, or a control with no intervention. In addition to gender differences, both the stress management and physical activity groups had significantly lower levels of perceived stress, test anxiety, and personal burnout at the end of the semester. The fitness group scored significantly lower on perceived stress and personal burnout, but there was no difference in scores for test anxiety. The important ramifications of reducing stress in college students are discussed, including the pros and cons of implementing differing physical and psychological intervention modalities.

An examination of stress in college students over the course of a semester.

The nature of metaphor, metaphoric understanding, and its functions have been recognized as three main issues in research and theoretical formulations on metaphor and metaphor processing. In general, metaphor is defined as understanding and experiencing one thing based on another. Metaphor can also be considered as an expression that has two conceptual domains in which one of the domains is experienced and understood according to the other. These two conceptual domains are known as target domain and source domain. In this study, we examine the relationship between conceptual metaphor and formation of a schema in short texts regarding target and source domains. The main tools of the study were the texts written in fluent Persian and divided into two categories of metaphorical texts and their equivalent non-metaphorical versions. Both texts have had a shared schema. Furthermore, the number of words were equal in both texts. For this purpose, 3 metaphorical and 3 equivalent non-metaphorical short texts were designed in Psychopy software in 2 visual and auditory versions and 47 people were exposed to the short-term recognition after reading/listening to it. There were eight texts including 3 metaphorical and 3 non-metaphorical ones plus 2 texts that were used as filler texts which were excluded from the final analyses. The texts ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ــــــــ ـــــ ∗ Corresponding Author's E-mail: hghassemzadeh@tums.ac.ir D ow nl oa de d fr om lr r. m od ar es .a c. ir at 6 :4 8 IR S T o n S at ur da y D ec em be r 19 th 2 02 0 ينابز ياهراتسج د ةرو 11 ةرامش ، 2 يپايپ) 56 ،( ريت و دادرخ 1399 113 were organized in such a manner that the metaphorical text played before its corresponding non-metaphorical text with an interval. At the next round, the nonmetaphorical text was played before its metaphorical version. The sample was selected through convenience sampling which included 80 twenty to twenty-five-year-old students of Foreign Languages School and Management School of Allameh Tabatabai University in Tehran. Since variations in memory capacity can affect the test results, they were given a Persian word recognition test to ensure relative consistency among all participants' memory capacity. The test processes in the visual and auditory tests were the same except in the method of presenting the texts on the screen or playing through the headphone. In this study, descriptive and inferential statistical methods were used for analyzing the data and providing tentative answers to the research questions. All the analyses were implemented SPSS V.23 software. To analyse the data in each of the visual and auditory tasks separately, Friedman non-parameter test was used. For comparing the data of the visual and auditory tasks, Mann-Whitney test was used. Results indicated that in metaphorical texts, there are traces of the non-metaphorical text`s main schema. This finding brings us closer to the assumption that it is source domain`s schema that projects on target domain in metaphors and makes it more understandable.

Domain mapping or schematic mapping?! How source domain in metaphor projects on target domain: visual and auditory short-term recognition

Reading Strategies: A Comparative Study of Ex-Reading Recovery Students and Peers

What Katie Did

It has been argued that the search for meaning is at the forefront of the complex and unitary process of reading (for example, Goodman, 1982, 1986; Smith, 1982), although the element of reading 'skills' cannot be ignored. However, the problem-solving activity of reading is more than the recognition of a string of isolated words; it is the ability to compute the semantic and syntactic relationship among words, phrases and sentences which construct a 'coherent and meaningful representation of the text' (Daneman, 1987, p. 57). Indeed, the National Curriculum for English (DES and Welsh Office, 1990) was intended to bring consistency to the learning experience of children and legislated originally for teachers to guide their pupils to use a variety of strategies in the reading process:

Jean Hudson

Papers

Dimensions of word recognition

Real Books for Real Readers for Real Purposes.

The teacher's role in early writing development

Problems of less able readers in mixed ability classes