Eva Eddy


On the involvement of cognitive processes in the acquisition of English grammar by Slovak learners



ISBN 978-80-555-0626-5


Návrat  Domovská stránka  Tiráž


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Titulný list
4
  
5
8

10
1.1  
INTRODUCTORY NOTE
10
1.2  
AGE
11
1.3  
SEX
12
1.4  
MOTIVATION AND ATTITUDE
13
1.5  
PERSONALITY
14
1.6  
LEARNING STYLES AND STRATEGIES
15
1.7  
INTELLIGENCE AND APTITUDE
16

19
2.1  
GENERAL CHARACTERISTICS
19
2.1.1  
PSYCHOLOGICAL PROCESSES
20
2.1.2  
COGNITIVE PROCESSES
20
2.2  
HISTORY OF INTELLIGENCE TESTING
23
2.3  
INFLUENCE OF INTELLIGENCE ON ACADEMIC ACHIEVEMENT
28

31
3.1  
THE AIM, HYPOTHESIS AND GOALS OF THE RESEARCH
31
3.2  
TARGET GROUP CHARACTERISTICS
32
3.3  
RESEARCH METHODS
32
3.3.1  
METHODS OF OBTAINING RESEARCH DATA
32
3.3.2  
METHODS OF PROCESSING RESEARCH DATA
35

37
4.1  
RESULTS OF FACTOR ANALYSIS
37
4.2  
CORRELATIONS BETWEEN CLOZE TEST AND INTELLIGENCE SUBTESTS
39
4.2.1  
SENTENCE FORMATION VERSUS CLOZE TEST
39
4.2.2  
WORKING MEMORY VERSUS CLOZE TEST
40
4.2.3  
WORD FORMATION VERSUS CLOZE TEST
40
4.2.4  
GENERALISATION VERSUS CLOZE TEST
40
4.2.5  
THOUGHT COMPLETION VERSUS CLOZE TEST
41
4.2.6  
DIGIT SEQUENCE COMPLETION VERSUS CLOZE TEST
41
4.2.7  
ANALOGY VERSUS CLOZE TEST
41
4.2.8  
SUMMARY
42
4.3  
CORRELATIONS BETWEEN VERB FORMS AND INTELLIGENCE SUBTESTS
42
4.3.1  
SENTENCE FORMATION VERSUS VERB FORMS
42
4.3.2  
WORKING MEMORY VERSUS VERB FORMS
42
4.3.3  
THOUGHT COMPLETION VERSUS VERB FORMS
43
4.3.4  
GENERALISATION VERSUS VERB FORMS
43
4.3.5  
WORD FORMATION VERSUS VERB FORMS
43
4.3.6  
DIGIT SEQUENCE COMPLETION VERSUS VERB FORMS
43
4.3.7  
ANALOGY VERSUS VERB FORMS
43
4.3.8  
SUMMARY
43
4.4  
CORRELATIONS BETWEEN AUXILIARY VERBS AND INTELLIGENCE SUBTESTS
44
4.4.1  
Working memory versus auxiliary verbs
44
4.4.2  
Sentence formation versus auxiliary verbs
44
4.4.3  
Thought completion versus auxiliary verbs
44
4.4.4  
Word formation versus auxiliary verbs
45
4.4.5  
Digit sequence completion versus auxiliary verbs
45
4.4.6  
Generalisation versus auxiliary verbs
45
4.4.7  
Analogy versus auxiliary verbs
45
4.4.8  
Summary
46
4.5  
CORRELATIONS BETWEEN MODAL VERBS AND INTELLIGENCE SUBTESTS
46
4.5.1  
Sentence formation versus modal verbs
46
4.5.2  
Word formation versus modal verbs
47
4.5.3  
Working memory versus modal verbs
47
4.5.4  
Thought completion versus modal verbs
47
4.5.5  
Analogy, digit sequence completion and generalisation versus modal verbs
47
4.5.6  
Summary
47
4.6  
CORRELATIONS BETWEEN CONDITIONAL CLAUSES AND INTELLIGENCE SUBTESTS
48
4.6.1  
Working memory versus conditional clauses
48
4.6.2  
Sentence formation versus conditional clauses
48
4.6.3  
Word formation, digit sequence completion, thought completion, generalisation and analogy versus conditional clauses
49
4.6.4  
Summary
49
4.7  
CORRELATIONS BETWEEN PASSIVE VOICE AND INTELLIGENCE SUBTESTS
49
4.7.1  
Sentence formation versus passive voice
50
4.7.2  
Thought completion versus passive voice
50
4.7.3  
Working memory versus passive voice
50
4.7.4  
Digit sequence completion versus passive voice
50
4.7.5  
Word formation versus passive voice
50
4.7.6  
Generalisation versus passive voice
51
4.7.7  
Analogy versus passive voice
51
4.7.8  
Summary
51
4.8  
CORRELATIONS BETWEEN COUNTABLE/UNCOUNTABLE NOUNS AND INTELLIGENCE SUBTESTS
51
4.8.1  
Thought completion versus countable/uncountable nouns
52
4.8.2  
Working memory versus countable/uncountable nouns
52
4.8.3  
Word formation versus countable/uncountable nouns
52
4.8.4  
Digit sequence completion versus countable/ uncountable nouns
52
4.8.5  
Sentence formation versus countable/uncountable nouns
52
4.8.6  
Generalisation and analogy versus countable/ uncountable nouns
53
4.8.7  
Summary
53
4.9  
CORRELATIONS BETWEEN ARTICLES AND INTELLIGENCE SUBTESTS
53
4.9.1  
Digit sequence completion versus articles
53
4.9.2  
Word formation versus articles
54
4.9.3  
Generalisation versus articles
54
4.9.4  
Working memory versus articles
54
4.9.5  
Sentence formation and thought completion versus articles
54
4.9.6  
Analogy versus articles
54
4.9.7  
Summary
55
4.10  
CORRELATIONS BETWEEN PREPOSITIONS AND INTELLIGENCE SUBTESTS
55
4.10.1  
Thought completion, word formation and sentence formation versus prepositions
55
4.10.2  
Working memory versus prepositions
55
4.10.3  
Digit sequence completion and analogy versus prepositions
55
4.10.4  
Generalisation versus prepositions
56
4.10.5  
Summary
56
4.11  
AN OVERVIEW OF THE HIGHEST CORRELATIONS
56
4.11.1  
The highest correlations with verb forms
57
4.11.2  
The highest correlations with auxiliary verbs
57
4.11.3  
The highest correlations with modal verbs
57
4.11.4  
The highest correlations with conditional clauses
58
4.11.5  
The highest correlations with passive voice
58
4.11.6  
The highest correlations with countable/uncountable nouns
58
4.11.7  
The highest correlations with articles
58
4.11.8  
The highest correlations with prepositions
58
4.11.9  
The highest correlations with cloze test
59
4.12  
SUMMARY
59

62
  
65
67
70
  
APPENDIX 1
Intelligence subtests and the respective cognitive processes
70
  
APPENDIX 2
Maximum, highest and lowest scores and respective arithmethical mean values in individual psychological subtests
71




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