2015年12月12日 星期六

My type (1) questions on my design of the experiment

Hi, prof. Tsai

I got some problems for my experiment design. I am not sure if this belongs to t-test or something else.  
I am still learning statics from udacity https://www.udacity.com/course/statistics--st095 
I wish to be familiar with these methods

My questions can be classified into two types:  technical and methodological

Let me describe my technical problems first. 
There're four of them in total.
  1. ppt ratio
  2. How about the background color? (Mine is like grey mixed with a little bit of yellow)
  3. shall I remove the bookmark and the status bar?
  4. And after all, is ROI the suitable tool to detect such a subtle process on syntax parsing / clause parsing? 

On Thursday you mentioned the way we use to make ROI map in powerpoint/ keynote
But I found that our monitor is wide-screen with different ratio (16:9 or 16:10)
If we export the ppt file to PDF, the background (and the foreground pics )would be in different ration.
We should decide the ratio of the ppt before we export it to PDF.
I suppose we shall fix it to 4:3 ? Even if ti's exported to PDF and display on a wide-screen monitor like iMac, it will remain the ration 4:3 instead of being stretched.


Since we need to do color indexing, the color of the background shall be taken into account.
(I just knew this on this Thursday. )
But I guess it's ok to assign the background a color number since What we're interested in are only the ROIs.
To make the background color not white is quite important, this will make the reader blink less or read better on the monitor.
So I think I would keep the background, is that ok, prof. Tsai? 

Finally for the ROIs:
I am looking for the parsing pattern change in the help of mnemonic devices in sentences. I suppose the readers will find that the main idea in each sentence lies after the verb, the so called "depiction part" of a sentence. These m-devices are there to help them figure this out. 
I assume they will speed up after a few pages of training. They will go directly to the red underline parts of the sentences, which are located at the rear part of sentences (after the main verbs).

If we put ROIs on the main verbs, can we detect their eye movement to the rear part of main verbs? 
What shall I do to do such detection? 
 
As for the additional elements: 
I am not sure if the bar at the bottom of the pic will effect the reader. Maybe I should remove it, or just let the reader know that there's an unimportant bar so they won't look at it at all. The pictures are captured from my cellphone (as an E-reader) so it has a bar there.  
I found you notice Zuzana's page number at the bottom right. So I think I might have the same issue. 


As for another type of methodologically problems:
I think I would wrote another letter since this one is long enough~

Noted,
Howard


--
吳浩民 Howard Wu
政治大學英語教學所  102551020@nccu.edu.tw
您可以透過 https://db.tt/XtqMCbI  加入dropbox

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Tutoring journal 12/11 (Fri)

今天兩個小子很早就來了,六點四十分就在等我

Sam 今天有自己做了一個句子,很好玩。

我發現他在我解釋錯誤的時候,他就已經知道自己錯在哪裡。

但是他不想嘗到「挫敗」的感覺,於是把整句藏起來,用力可帶塗掉

其實錯的是小地方,但他太接近完美主意傾向,不能接受學習必須有這些階段

錯誤其實是越來越少,不是突然之間就都沒有的

他寫了

I met old friend who I not seen for a long time

正確的寫法是

I met an old friend whom I haven't seen for a long time

看出來了嗎?從中可以注意到他還不熟悉的最關鍵文法觀念是:完成式時態,以及關係代名詞要注意子句裡面是否為受格的位置

其他的都還是小錯誤而已

而這些問題,其實他都知道我在說什麼,但他會覺得「對自己的表現不滿意,應該要完美」

有追求完美的心態很好,但也必須要有那是建立在許多許多次的小挫敗上,並且用結構性的方式去發現這個體系裡面的邏輯,才能有很大的進步。

他今天也寫了不少,每一次都越來越多,證明他的專心程度和上手程度越來越高。而且這些結構還沒有全部學完呢!


至於妹妹Amy,她現在寫的部份已經到了Book 3 L4~7 (舊制課本,但教材文法內容進度幾乎一樣)
這本書結束就到Book 5 L10-12
也就是說她已經寫了快要一半了,現在開始要爬坡了。難度會漸漸增加,我估計她到Book 4的中期會開始有比較多的困難。這是她現在學校的進度(國三上)
但這種東西有結構性,非得從頭開始做起不可。
我有問她會覺得難嗎?她回答說「拼字和單字」,結構的部份目前還好,但她從這個不斷寫中翻英全句翻譯的過程中,發現了自己很多字拼不出來。
我回答沒關係,本來就是要有寫有在用才會記得,目前這樣是正常的。
更是要多寫才會知道哪些不熟悉或(文法結構上)有錯誤的認知。

Amy不像是哥哥Sam一樣完美主義,而且寫的過程中會發現少數Sunya以前留下的錯誤。她能發現並問我這是不是寫錯了(大多是時態),其實是相當不錯的。
這樣的訓練很扎實。也是鷹架理論(Scaffolding theory)裡面,對於全貌或架構不熟悉的學習者,需要一個範本但也需要自己努力的練習情境。
她按照我的要求,拿葉片書籤把句子遮住,並且在下筆之前先想想要寫的,寫好句子,移開以後比對。
這樣的練習方式適合她。

還有一件事情,哥哥Sam喜歡且適合做練習時沈浸在自己的音樂世界裡。他不會被干擾,反而能專心。
妹妹的話,我不確定,但根據她自己說也是適合。因為她每次都沒有帶著自己的耳機,所以沒辦法證實。
以我自己來說,我不適合這樣的作法。練習學習的情境因人而異,還是要找到適合的環境。




--
吳浩民 Howard Wu
政治大學英語教學所  102551020@nccu.edu.tw
您可以透過 https://db.tt/XtqMCbI  加入dropbox

我是Ptt以下三個板的板主,歡迎跟我討論這些話題
Battery, Browsers, Scenarist
或是有關Linux、自由軟體、電動車、英語教學、語言學、哲學、西洋文學