Sentence examples for difference between the knowledge from inspiring English sources

This might best describe the difference between the knowledge structures generated while using IE or ROS.

Results suggest that there is a significant difference between the knowledge gained among the students who have played Floors and those who have only participated in paper-based learning sessions.

That is, there is no difference between the knowledge base questions and the professional questions on any measure, but there are three differences between the web-mined questions and the other two: The web-mined questions are more fluent, less ambiguous, and shallower than the others.

* Fisher's exact test p value There was a significant difference between the knowledge of practitioners in the rural and urban hospitals on clinical features of anthrax and rabies.

Several studies have established that there is no significant difference between the knowledge and competency of PBL and conventionally trained students [ 13].

There was virtually no difference between the knowledge losses for the immunology and physiology courses but seemed to be as much of a difference in approval ratings as between neuroanatomy and immunology.

It is important to note the difference between the knowledge-based causal network models used in this work and the networks constructed from expression data using network inference approaches [ 30].

Although vocabulary knowledge and syntactic knowledge are both involved in the perception stage of the listening comprehension process, the difference between the two knowledge types lies in the fact that lexical knowledge is meaning-laden and syntactic knowledge is function-based with regards to how words may be combined in sentences, phrases, or utterances (Rost 2013).

There was no significant difference between the mean knowledge scores of the two groups.

As teacher training plays a major role in the development of (prospective) teachers' knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study.

By substituting the erroneous rules used for the derivations into the template for the explanation of erroneous answers, the generation of explanations of erroneous answers that adequately explain the differences between the correctness knowledge and the learner's erroneous knowledge is achieved.