Allisonandreassen3281

This study's motivation is to explore the relationship pattern between remittance, trade openness, and inequality of selected south Asian countries for the 1976-2018 period. The study performed non-linear tests, including unit root tests, non-linearity applying ordinary least squares (OLS) and BDS tests, non-linear autoregressive distributed lagged (NARDL) tests, and asymmetry causality tests to assess their association. Study findings with non-linear unit root tests suggest that the research variables follow the non-linear process of becoming stationary from non-stationary. The non-linear OLS and BDS test results confirm the existence of non-linearity among research variables, implying rejection of the null hypothesis of "no non-linearity." Furthermore, the results of the Wald test in NARDL confirm the availability of asymmetric links among variables. Besides this, the results of NARDL confirm the long-run asymmetric relationship between remittances, trade openness, and inequality in all sample nations. Findings suggest that both positive and negative shocks in remittances and trade openness is critical to either instituting or vexing the present state of inequality in the economy in the long term. In the directional relationship with asymmetry causality, the study shows that the feedback hypothesis holds to explain the asymmetric causal effects that are positive shocks in remittances and trade openness toward inequality.Inflectional values, such as singular and plural, sustain agreement relations between constituents in sentences, allowing sentence parsing and prediction in online processing. Ideally, these processes would be facilitated by a consistent and transparent correspondence between the inflectional values and their form for example, the value of plural should always be expressed by the same ending, and that ending should only express plural. Experimental research reports higher processing costs in the presence of a non-transparent relation between forms and values. While this effect was found in several languages, and typological research shows that consistency is far from common in morphological paradigms, it is still somewhat difficult to precisely quantify the transparency degree of the inflected forms. Furthermore, to date, no accounts have quantified the transparency in inflection with regard to the declensional classes and the extent to which it is expressed across different parts of speech, depending on whether these act as controllers of the agreement (e.g., nouns) or as targets (e.g., adjectives). We present a case study on Italian, a language that marks gender and number features in nouns and adjectives. This work provides measures of the distribution of forms in the noun and adjective inflection in Italian, and quantifies the degree of form-value transparency with respect to inflectional endings and declensional classes. In order to obtain these measures, we built Flex It, a dedicated large-scale database of inflectional morphology of Italian, and made it available, in order to sustain further theoretical and empirical research.Science inquiry and modeling activities have been proved to heighten emotional situations; therefore, research about emotions should aim to identify which activities promote student engagement with Science, Technology, Engineering and Mathematics fields through multidimensional models that include emotional and cognitive engagement. This research is focused on science teachers' need to carefully review their classroom instructions to ensure that students are provided with opportunities to develop appropriate understandings of acid/base models (and their concepts). To achieve this, we have implemented a short model-based inquiry acid-base instructional sequence in the context of a TV-spot about chewing gum. A descriptive, non-experimental quantitative methodology with a heuristic (emotional self-report questionnaire; and cognitive self-regulation questionnaire) has been used to analyze what Pre-Service Secondary Education Teachers from several Spanish universities recognize to have learned and felt in each activity. Differences regarding knowledge declared by the participants were identified in all the tasks from before to after carrying them out. selleckchem Furthermore, the results seem to indicate that there are significant relationships between the knowledge and the emotions, being different depending on the skill involved. Significant correlations between emotions have been found. However, there were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement. Generally, no significant differences were identified between emotions and gender or universities, with some exceptions between genders in two tasks. Thus, the results led us to reflect on the instructional sequence implementation's ability to bring awareness to the learning process and how it produces multidimensional engagements.The Developmental Language Disorder (DLD) is a delay in language skills that cannot be explained by sensory or cognitive difficulties. Currently, there are limited studies that analyze how socioeconomic, educational, and family variables influence reading skills of Spanish-speaking children with DLD at school. This study identifies how oral language performance and reading skills of children with DLD are linked to socioeconomic, educational, and family factors. Oral language, phonological awareness and reading abilities were assessed in a sample of 15 children diagnosed with DLD and their controls by age and gender. Children's parents answered a Likert scale questionnaire inquiring about some aspects related to the family's socioeconomic status, mothers' educational level, family support, academic average, and repetition of school years of the participants. The results indicate that children with DLD have a lower performance in phonological awareness tasks as well as in reading abilities. There is also a direct relationship between their performance in language and reading skills and variables as mother's educational level and family support. Likewise, children in the sample have a lower academic average as well as a higher school year repetition rate interfering in their academic life. Educational implications of these findings and a discussion on possible causality axes and protective factors that contributes to support this population are presented.Work with the looking-while-listening (LWL-) paradigm suggested that 6-month-old English-learning infants associated several labels for common nouns with pictures of their referents While one distractor picture was present, infants systematically fixated the named target picture. However, recent work revealed constraints of infants' noun comprehension. The age at which these abilities can be obtained appears to relate to the infants' familiarity with the talker, the target language, and word frequency differences in target-distractor pairs. Here, we present further data to this newly established field of research. We tested 42 monolingual German-learning infants aged 6-14 months by means of the LWL-paradigm. Infants saw two pictures side-by-side on a screen, whilst an unfamiliar male talker named one of both. link2 Overall, infants did not fixate the target picture more than the distractor picture. In line with previous results, infants' performance on the task was higher when target and distractor differed within their word frequency-as operationalized by the parental rating of word exposure. Together, our results add further evidence for constraints on early word learning. They point to cross-linguistic differences in early word learning and strengthen the view that infants might use extra-linguistic cues within the stimulus pairing, such as frequency imbalance, to disambiguate between two potential referents.Diverging trends of longer lives and increased inequalities in age-at-death invite to updated research on late-life mortality. Earlier studies have identified health behavior, childhood, psychosocial, and material conditions as key determinants of life expectancy, but the role of psychological factors remains a topic of debate. The current study is framed in a life course developmental perspective and assesses the mediating role of secondary control strategies (subjective age) and primary control capacity (perceived control) to socioeconomic (wealth and education) inequality in mortality after age 67. Data are derived from the second wave of the Norwegian Life Course, Ageing and Generation study (N=1,432 and age 67-85). link3 All in all, 366 deaths were observed over a mean follow-up of 9.6years. Perceived control was measured by the Pearlin and Schooler Mastery Scale. SA was measured with proportional discrepancy scores in felt age and ideal age. Stepwise Cox proportional hazards regression analyses were conductedare state contexts.The aim of this study was to explore if and to what extent Austrian-English late sequential bilinguals who have been living in a second language (L2) environment for several decades are perceived to sound native in their first language (L1) when being compared to monolingual Austrian German (AG) control speakers. Furthermore, this investigation aimed to identify if listeners differ in their judgments of nativeness of L1 pronunciation depending on their own language background. For this purpose, two groups of native Austrian German listeners (N = 30 each), who differed regarding their linguistic background (Austrian German monolingual and Austrian German-English bilingual listeners) were asked to rate spontaneous speech samples produced by Austrian English bilingual and Austrian German monolingual speakers. Results showed that the bilingual L1 speech was perceived to sound overall less native compared to monolingual control speech. It was further observed that the two listener groups significantly differed in their perception of nativeness Bilingual listeners were overall less likely to judge bilingual L1 pronunciation to sound non-native compared to monolingual listeners. To date, this is the first study to show that listener experience influences their perception of nativeness of L1 pronunciation and, thus, adds a new dimension to the notion of the native speaker.This study investigates the acquisition of grammatical gender in Heritage Greek as acquired by children (6-8 years of age) and adolescents (15-18 years) growing up in Adelaide, South Australia. The determiner elicitation task from Varlokosta (2005) was employed to assess the role of morphological and semantic cues when it comes to gender assignment for real and novel nouns. Ralli's (1994) inflectional classes for Greek nouns and Anastasiadi-Symeonidi and Cheila-Markopoulou's (2003) categories of prototypicality were employed in the analysis of the collected data. The performance of heritage speakers was compared to that of monolingual speakers from Greece (Varlokosta, 2011). The results indicate that-beyond age differences in the two groups-a formal phonological rule guides gender assignment in the production of heritage speakers which departs from initial expectations.Maternal asthma in pregnancy is associated with an increased risk of adverse perinatal outcomes. Adverse perinatal outcomes may result in poorer infant developmental outcomes, such as temperament and sensory difficulties. This study aimed to (1) assess differences in temperament and sensory features between infants born to mothers with and without asthma and (2) investigate differences in these infant behaviours as a function of maternal asthma severity and asthma control. Mothers completed the Carey Temperament Scales and the Sensory Profile 2 at either 6 weeks, 6 months, or 12 months postpartum. Overall, we observed no significant differences between infants born to mothers with and without asthma in their temperament or sensory features; scores in both domains fell within the normative range. More infants in the asthma group, however, were reported to be highly distractible. When compared with normative data, infants in both groups were reported to have poor predictability of biological functions and fewer infants engaged in low levels of sensory behaviours.