The Development of Thought: Equilibration of Cognitive Structures

The Furbish Lousewort: Weed, Weapon, or Wonder?

This study was conducted for the purpose of developing an inventory which assess the implementation of constructive alignment in the teaching and learning system at the Teacher Education Institute (TEI). In this literature analysis, several concepts related to learning outcomes, teaching activities and assessment were discussed. This literature analysis also described in detail the concept of constructive alignment based on few theories and models. Besides, it was also supported by previous studies, assignments and assessments, syllabus, number of hours of student learning, factors that influenced the implementation of constructive alignment, assessment concepts, reliability, the validity and theory of measurement used as a guide and reference in the study. The development of the inventory was carried out in accordance with a basic procedure that involved 11 steps and it was divided into 3 stages, namely the actual stage of inventory development, validation and actual study. During the development stage of the inventory, the researcher divided it into 4 steps: conducting literature review, interviewing expert panels, conducting meta-analysis and producing items. Meanwhile, during the inventory validation stage, the researcher divided it into 5 steps: expert panel judgment, item review, pilot study, data analysis (reliability and validity) and final step of item review and final formatting. Then, at the actual study stage, 2 steps have been identified by conducting research on selected TEIs and analysing the data. This inventory will be used to build a profile of knowledge and practice of constructive alignment among lecturers of Teacher Education Institutes as well as a source of reference in strengthening the assessment system and teaching activities at the TEI in order to maintain the MQA Malaysian accreditation standards that require the assessment system to be based on learning outcomes (Malaysian Qualifications Agency (MQA), 2010). In addition, it is also a source of information for TEI in building the inventory to enhance the level of implementation of constructive alignment. Thus, it will help TEI in grasping the inspiration of the first shift of Malaysia Education Blueprint or PPPM in producing holistic, entrepreneur and balanced graduates.

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Inventory of Constructive Alignment Evaluation (ICAE) In Teacher Education Institute: A Literature / Inventori Penilaian Penjajaran Konstruktif (IPPK) Di Institut Pendidikan Guru: Satu Analisis Literatur

Types of cognitive change: A dynamical, connectionist account

Temporarily ambiguous sentences (e.g., When Mary dressed the baby laughed happily.)
are known to cause comprehension difficulties, as initially assigned interpretations (Mary
dressed the baby) need to be revised but are not always fully discarded from memory. The
similarities and differences between native (L1) and non-native (L2) sentence processing
have been widely debated, and many studies have examined L1 and L2 ambiguity
resolution. How L2 speakers deal with misinterpretation is however less known. Further,
while studies have looked at ambiguous sentences, how reanalysis occurs in both L1 and
L2 speakers in sentences containing filler-dependencies (e.g., It was the book which the
boy read the article about.) is not known. This thesis reports three studies investigating
these issues in L1 and L2 processing, using offline, eyetracking while reading and
structural priming tasks. The results showed that L2 participants performed syntactic
reanalysis like L1 participants during the processing of garden-path sentences, with both
groups showing evidence of lingering misinterpretation. Lingering misinterpretation was
also found in filler-gap sentences, but there were some L1/L2 differences in certain fillergap
constructions such that reanalysis may be less complete for L2 than L1 speakers
during online reading, depending on the nature of disambiguating cues and/or reanalysis
difficulty. In general, the lingering misinterpretation observed in temporarily ambiguous
and filler-gap sentences in both L1and L2 readers results at least partly from failures to
discard initially assigned misinterpretations.

The Development of Thought: Equilibration of Cognitive Structures

Citations

The Furbish Lousewort: Weed, Weapon, or Wonder?

Inventory of Constructive Alignment Evaluation (ICAE) In Teacher Education Institute: A Literature / Inventori Penilaian Penjajaran Konstruktif (IPPK) Di Institut Pendidikan Guru: Satu Analisis Literatur

Types of cognitive change: A dynamical, connectionist account

Reanalysis processes in native and non-native language comprehension

Reanimating Qohelet’s Contradictory Voices: Studies of Open-Ended Discourse on Wisdom in Ecclesiastes

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