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Peer reviewedO'Keeffe, Leo E. – System, 1976
Lexical selection is often difficult for second language students. When, in the case of errors not covered in grammar books, the teacher is able to work out the explanation (feature cooccurrence, for example), the student will have a means of avoiding the error in the future. (POP)
Descriptors: Applied Linguistics, English (Second Language), Error Patterns, Grammar
Download full textGross, Paul R. – Thomas B. Fordham Foundation & Institute, 2005
The mission of this review is to appraise the new draft NAEP science framework and to determine whether it is up to snuff. This is an evaluation of the September 30, 2005, draft document, Science Framework for the 2009 National Assessment of Educational Progress (Framework), developed for the National Assessment Governing Board. The criteria is…
Descriptors: Governing Boards, National Competency Tests, Evaluation Criteria, Science Instruction
Peer reviewedBo, Ola O. – Scandinavian Journal of Educational Research, 1973
Article investigated the relations between the types of error and their connections with auditory discrimination and auditory memory. (Editor/RK)
Descriptors: Auditory Discrimination, Correlation, Error Patterns, Intelligence
Zatovkanyuk, M. – Russkij Yazyk Za Rubezhom, 1973
Descriptors: Classification, Error Patterns, Grammar, Interference (Language)
Peer reviewedBrann, C. M. B. – International Review of Applied Linguistics in Language Teaching, 1972
Descriptors: Articulation (Speech), Auditory Discrimination, Error Patterns, Evaluation
Peer reviewedRaasch, Albert – Zielsprache Franzosisch, 1972
Specific examples of the most common types of errors are cited. (RS)
Descriptors: Adult Education, Educational Media, Error Patterns, French
Peer reviewedGregory, Thomas B. – Journal of Research in Music Education, 1972
The purpose of this study was to contribute new information on the effect of stimulus presentation variables on sight-reading errors, in the hope that it might aid the development of more effective and efficient instructional designs. (Author)
Descriptors: Cognitive Processes, Data Analysis, Error Patterns, Music Reading
Peer reviewedWyatt, Victor – English Language Teaching, 1973
Descriptors: English (Second Language), Error Patterns, Evaluation Methods, Language Instruction
Hensel, Gerhard – Neusprachliche Mitteilungen, 1973
Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)
Descriptors: Educational Media, English (Second Language), Error Patterns, Instructional Improvement
Peer reviewedEvans, Wilson; Gratch, Gerald – Child Development, 1972
Results do not support Piaget's explanation of object conceptualization. (MB)
Descriptors: Concept Formation, Data Analysis, Error Patterns, Infants
Peer reviewedLove, John M.; Parker-Robinson, Cleo – Child Development, 1972
Grammatical sentences were easier to imitate than ungrammatical ones only when function words were included in the sentence; with function words absent, there was no significant difference. (Authors)
Descriptors: Data Analysis, Error Patterns, Function Words, Grammar
Peer reviewedTawney, D. A. – Physics Education, 1972
Suggests the level at which errors could be treated in sixth form physics (England) and then describes two design exercises in which rough estimations of errors are used in the making of design decisions. (Author/PR)
Descriptors: Error Patterns, Experiments, Instruction, Laboratory Techniques
Godkewitsch, Michael – Journal of Experimental Psychology, 1972
Results supported the hypothesis that bilinguals would make more errors in English than native speakers, and that English unilinguals would err more on German than on English pentagrams. (Author)
Descriptors: Acoustic Phonetics, Bilingualism, Comprehension, English
Wright, Particia – Journal of Verbal Learning and Verbal Behavior, 1972
Descriptors: Error Patterns, Experiments, Information Processing, Language Research
Heim, Stephen V.; Scholnick, Ellin Kofsky – Journal of Experimental Psychology, 1972
Article reveals that positive instance errors arose more often from memory deficits and from choice of irrelevant dimensions. Negative instance errors arose when interpreting information about present stimuli and the relevant dimension. (Author)
Descriptors: Concept Formation, Educational Research, Error Patterns, Information Seeking
