Sentence examples for Objective comprehension from inspiring English sources

Objective comprehension was based on a 14 true-and-false knowledge question survey.

In his fictional dialogue between the woodcutter and his friend, the fisherman (Xingli da quan 1989: XIII, 3b, 932), Shao Yong elaborated the traditional distinctions between identity and difference into the fundamental epistemological division between subjective and objective comprehension.

Subjective and objective comprehension of overdiagnosis was moderate across information formats (64% and 57%, respectively).

Subjective and objective comprehension were modestly correlated in the whole group (r=0.14, P=0.01) and both age groups (younger: r=0.14, P=0.01; older: r=0.16 P=0.01).

Our primary outcome was participant understanding/knowledge. Understanding/knowledge refers to a participant's objective comprehension of information conveyed in the informed consent process, as assessed by quantitative testing methods.

Subjective comprehension of the overdiagnosis information was assessed using items adapted from Woloshin et al (2005), and objective comprehension by asking whether attending screening increased or decreased the likelihood of a breast cancer diagnosis (Hersch et al, 2013).

This paper suggests that learning objectives of comprehension and understanding can be supported and better secured through a process of conceptual mapping.

It is argued that moving towards these goals is assisted by identifying learning objectives of comprehension, understanding and establishing greater ownership over material by conceptual mapping which can encourage reflection and provide a framework for interactions with others (Puntambekar [2006]).

Further sections of this commentary outline the rationale of conceptual mapping for supporting the learning process, and discuss and illustrate the stages of mapping in relation to learning objectives of comprehension, understanding, conceptualising and extending/exploiting knowledge.

For their part, students, particularly in Higher Education, have experience with these types of educational materials, and have developed expectations of structures which can guide their objectives of comprehension and understanding.

This brings the material into line with their learning objectives of comprehension where the aim is to follow the 'gist' of the content and to be aware of its relevance to learning requirements.