Sentence examples for shape item from inspiring English sources

This is a horn shape item (often a basket) that contains nuts and fruits or other goodies.

If this prediction is correct, participants in both language conditions should show improvements across both elevation and shape items.

Apparently, instruction focusing attention using pointing and tracing gestures to highlight contour lines improved participants' performance on the TMA overall, on both elevation and shape items.

However, in considering the effects of language, it is important to note that there was little effect on the non-trained items (e.g., the Elevation Language group performed no worse on the shape items than the Open-ended group).

In addition, all of the items on the TMA were coded by two authors (SMW, KA) and two expert geoscientists, for whether each item was more likely to require knowledge about elevation information (i.e., elevation items) or knowledge about shape information (i.e., shape items).

To see if performance on the TMA (using the 22 items included in the majority coding) across the four groups varied by instruction and by item-type (elevation items and shape items), a mixed methods ANOVA was conducted with item-type as the within-subjects factor and instruction group as the between-subjects factor.

Finally, to determine how the Open-ended group compared to the Language groups on the untrained items, we compared the Shape Language group to the Open-ended group on elevation items, t 34), = 0.32, p = .75, d = 0.10, and the Elevation Language group to the Open-ended group on shape items, t 33) = 0.69, p = .50, d = 0.24.

The analysis revealed that the Elevation Language group performed better than the Shape Language group on the elevation items (t 35) = 2.20, p = .035, d = 0.74), whereas the Shape Language group performed marginally better than the Elevation Language group on shape items (t 35) = 1.71, p = .096, d = 0.58).

In Experiment 2, we separated these two concepts to determine whether the concepts conveyed in the speech accompanying pointing and tracing gestures (the most effective gestures in Experiment 1) would differentially facilitate participants' performance on the two specific kinds of topographic map items (elevation and shape items).

The Open-ended group did equally poorly on the shape items (M = .50, SD = .21) and the elevation items (M = .49, SD = .24) t(16) = 0.16, p = .88, d = 0.05 (all Cohen's d's, also a measure of effect size, were calculated using Lenhard & Lenhard's, 2015, online effect size calculator).

If three-dimensional gestures help novices understand how two-dimensional patterns on the map align to three-dimensional structures in the world, the 3D Gestures and Models group should perform better than the other three groups on the shape items in the same assessment.