One important issue that any material or test designer should bear in mind is to be careful about developing teaching and testing reading materials which would not be to the benefit of a group of readers or examinees and to the detriment of some others. One of the factors which may cause difference between the performances of English learners or test takers is the selection of reading tests wit...

Under many conditions auditory input interferes with visual processing, especially early in development. These interference effects are often more pronounced when the auditory input is unfamiliar than when the auditory input is familiar (e.g. human speech, pre-familiarized sounds, etc.). The current study extends this research by examining how auditory input affects 8- and 14-month-olds' perfor...

Specialized tools already provide support for creation and execution of parameter sweeps. In such applications many tasks perform similar computations for varying input parameters. So far however none of these existing tools integrates well into service-oriented architectures or allows parametric modeling directly at the service interface. We address exactly this gap and demonstrate practical a...

This study builds on Laufer and Hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. The paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. To do so, 60 EFL lear...

In the paper, a problem of real-time input design, where spectral characteristic external excitation signal is optimized considering fixed bound on ellipsoidal constraint applied to quality measure estimated model, has been presented. We designed compensator close complementary sensitivity function such that resulting closed-loop system stable and guarantees robust performance. The contribution...

this study builds on laufer and hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. the paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. to do so, 60 efl lear...