Sentence examples for higher-level content from inspiring English sources

Even in traditional school subjects, much important higher-level content is ignored because it cannot be tested with standardized tests.

MCAT passage questions have been studied by others and are deemed to assess higher-level content knowledge than typical multiple-choice exams (Zheng et al., 2008).

The latter interpretation is also consistent with proposals of top-down or predictive influences of higher-level content on low-level acoustic processes that contribute to the comprehension of spoken language (Davis and Johnsrude 2007; Gagnepain et al. 2012; Wild et al. 2012).

Don't try to heal higher-level content without a healing talent specialization.

1.30pm: More PvP war zones and higher level content coming, including a new version of hardcore nightmare mode for veterans.

So lower-level concepts could be grouped together under a higher-level concept, which had then to cover the whole content and attributes of the lower-level concepts.

You could argue that searching only through tags, titles, and descriptions returns better results because all of the words in those elements are essentially explicit, higher-level categorizations of the content being bookmarked.

The resulting plastomes were compared with those of other Poaceae species to compare higher-level organization and gene content and to support phylogenomic analysis of evolutionary divergence within the Lolium-Festuca species complex.

Such a combination of perceptual content and higher-level information is also the case in the famous example of "living things" underlying semantic networks (McClelland et al., 1995).

The three basic dimensions of instructional quality model assumes that when students are cognitively engaged in the sense of doing (co- constructive and refleco- constructiveel thinking and developing elaboreflectiveent-related knowledge—they perform better.

Thus, in summary, the following theoretical assumptions were confirmed: (1) The three basic dimensions of instructional quality model assumes that when students are cognitively engaged in the sense of doing (co- constructive and refleco- constructiveel thinking and developing elaboreflectiveent-related knowledge—they perform better.