Sentence examples for comprehension model from inspiring English sources

The comprehension model and corresponding design guidance should aid designers in building interactive graphical presentations that are more effective than intuitive designs in communicating dynamic content.

We present a new dorsal ventral stream framework for language comprehension which unifies basic neurobiological assumptions (Rauschecker & Scott, 2009) with a cross-linguistic neurocognitive sentence comprehension model (eADM; Bornkessel & Schlesewsky, 2006).

The multifaceted of children and their parents' connotation of malocclusion makes orthodontic planning difficult; therefore, the formulation of a comprehension model should analyze socioeconomic, cultural, and psychosocial factors [2, 3] that might affect the self-perception and aesthetic appearance, as well as the desire for orthodontic treatment need.

To this end, seven prominent comprehension models (Construction–Integration, Structure-Building, Resonance, Event-Indexing, Causal Network, Constructionist, and Landscape) are described, evaluated, and compared.

We describe what comprehension models have offered thus far, differences and similarities between them, and what comprehension processes are not included within any of the models, and thus, what should be included in a comprehensive model.

Further, no one model adequately accounts for a wide variety of reading situations that have been observed and the range of comprehension considered thus far in comprehension models is too limited.

The goal of this chapter is to provide the foundation toward developing a more comprehensive model of reading comprehension.

The Training Group PITT, PVT) × Mentation (Imagery, Verbal Comprehension) mixed model was significant (χ(1) = 122.32, p < .01, f = 0.63).

Comprehension is modelled as a two-step process involving optimization from a given form to its corresponding meaning followed by optimization from this meaning to its corresponding form.

From an engineering point of view these explanations are more than sufficient and allow for a good comprehension and modeling of the phenomenon.

Unlike written texts, film enables students to develop listening comprehension skills and model spoken language use.