نتایج جستجو برای: top down reading anxiety

تعداد نتایج: 509035  

2004
Dong Yan

Based on the careful analysis of the reading process and the thorough comparison of the three approaches to reading (the bottom-up approach, the top-down approach and the interactive approach), this paper focuses on the interactive approach to teaching English reading in college. It suggests that during the reading process, the focus should be put both on decoding the meaning of the text and on...

Journal: :Biological psychology 2016
Tamara J Sussman Jingwen Jin Aprajita Mohanty

Anxiety is characterized by the anticipation of aversive future events. The importance of prestimulus anticipatory factors, such as goals and expectations, is well-established in both visual perception and attention. Nevertheless, the prioritized perception of threatening stimuli in anxiety has been attributed to the automatic processing of these stimuli and the role of prestimulus factors has ...

2013
Anne Healy Russell

Title of dissertation: THE EFFECT OF MENTAL STRESS ON BRAIN DYNAMICS AND PERFORMANCE RELATED TO ATTENTION CONTROL DURING A VIGILANCE TASK: AN ELECTROENCEPHALOGRAPHIC INVESTIGATION Bartlett Anne Healy Russell, Doctor of Philosophy, 2013 Dissertation directed by: Professor Bradley D. Hatfield Neuroscience and Cognitive Sciences Program Department of Kinesiology Anxiety can increase distractibilit...

Journal: :EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 2018

2011
Ludo Verhoeven Pieter Reitsma Linda S. Siegel

Models of the reading process generally describe the relations among the components of reading in skilled readers. In these models, the relations between bottom-up word recognition processes (lower order processes) and top-down comprehension processes (higher order processes) are typically described. In bottom-up models of reading, processing starts with the raw input and passes through increas...

پایان نامه :وزارت علوم، تحقیقات و فناوری - دانشگاه اصفهان - دانشکده زبانهای خارجی 1389

abstract the current study sets out 1) to investigate the strategic needs of iranian efl learners in reading literary and non-literary texts; 2) to shed some light on the differences between reading literary and non-literary texts; and 3) to specify the differences in the interaction of participants with texts while reading two literary subgenres ( i.e., short story and literary essays). to ...

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